The IB Primary Years Program at Pine Street School 2023-24 Grade 3 Curriculum Guide

3rd Grade

Curriculum Guide

PineStreetSchoolisaninternationally-mindedcommunitydedicatedto providinganinnovative,engaging,multilingual,andmulticulturaleducationthat inspiresandempowersourstudentstotakemindfulactionforequityandthe environment,makingapositiveimpactintheworld.

Primary Years Program at Pine Street School

What Is the Primary Years Program?

The Primary Years Program (PYP) is a curriculum framework that is designed for students 3-12 years of age. The PYP focuses on the whole child and through the teaching and learning experiences, helps each child develop into a globally minded citizen of the world. Pine Street School provides the PYP curriculum for students in Preschool through 5th Grade. The Twos curriculum has been designed with the same philosophy and aims to prepare our youngest students to begin their PYP journey at age 3 in our Preschool.

What Is the PYP Curriculum Like?

The PYP curriculum is engaging, relevant, challenging, and significant. It aims to help students develop conceptual understanding, knowledge, and skills through a hands-on, minds-on inquiry approach. The inquiry approach allows students to have an active role in learning and to take responsibility for that learning. The units of inquiry are organized into 6 transdisciplinary themes designed to facilitate the growth of conceptual understanding, knowledge, and skills through carefully planned and designed learning engagements. Transdisciplinary themes cut across disciplines and encourage students to explore the connections between traditional subjects as related to the concepts being studied Students, consequently, develop deeper conceptual understandings, improve skills, and gain useful knowledge.

Who Do We Strive to Become?

The aim of all the PYP program is to develop internationally minded people who, recognizing their common humanity and sharedguardianshipoftheplanet,helptocreateabetterandmore peacefulworld.

The attributes of the Learner Profile represent a broad range of human capacities and responsibilities that encompass intellectual, personal, emotional, and social growth. The development and demonstration of these attributes are foundational to students becoming internationally minded, active, and caring community members who respect themselves, others, and the world around them.

Attributes of the Learner Profile

INQUIRERS KNOWLEDGEABLE ? THINKERS COMMUNICATORS PRINCIPLED

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life

We develop and use conceptual understanding, exploring knowledge across a range of disciplines We engage with issues and ideas that have local and global significance.

We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

We express ourselves confidently and creatively in more than one language and in many ways We collaborate effectively, listen carefully to the perspectives of other individuals and groups

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere We take responsibility for our actions and their consequences.

OPEN-MINDED CARING RISK-TAKERS BALANCED REFLECTIVE

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve wellbring for oursevles and others. We recognize our interdependence with other people and with the world in which we live.

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

What Is Essential in the PYP?

Knowledge:

Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding

Concepts:

Powerful ideas that have relevance within the subject areas but also transcend them and the students must explore and re-explore in order to develop a coherent in-depth understanding.

Approaches to Learning (skills):

Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.

Attitudes:

Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people.

Action:

Demonstrations of deeper learning in responsible behavior through responsible action; a manifestation in practice of the other essential elements.

What Do We Want Our Students to Know?

Knowledge

In the PYP, knowledge is gained through Units of Inquiry. The Units of Inquiry are organized through a set of six transdisciplinary themes that provide the framework for transdisciplinary learning. Transdisciplinary learning in the PYP refers to learning that is not confinedwithintheboundariesoftraditionalsubjects,butissupportedandenrichedbythem.

These themes are globally significant and support the acquisition of knowledge, concepts and skills of traditional subjects. These themesarerevisitedandreinforcedyearlyintheUnitsofInquiry

Who We Are Where We Are in Place & Time

An inquiry into the nature of the self.

Beliefsandvalues

Personal,physical, mental,social,and spiritualhealth

Humanrelationships, includingfamilies, friends,communities, andcultures

Rightsand responsibilities

Whatitmeanstobe human

How We Express Ourselves

An inquiry into orientation in place and time.

Personalhistories

Homesandjourneys

Thediscoveries, explorations,and migrationsof humankind

Relationshipand interconnectedness ofindividualsand civilizations,from localandglobal perspectives

How the World Works

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values.

Thewaysinwhich wereflecton,extend, andenjoyour creativity

Ourappreciationof theaesthetic

An inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies.

Howhumansusetheir understandingof scientificprinciples

Theimpactofscientific andtechnological advancesonsociety andonthe environment

How we Organize Ourselves

An inquiry into the interconnectedness of human-made systems and communities.

Thestructureand functionof organizations

Societaldecisionmaking Economicactivities andtheirimpacton humankindandthe environment

Sharing the Planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things.

Peaceandconflict resolution

Accesstoequal opportunities

Communitiesand therelationships withinandbetween them

What Do We Want Our Students to Understand? Concepts

Concepts are "big ideas" that add depth and rigor in student thinking to the traditional "two-dimensional" curriculum consisting of factsandskillsTheyarepowerful,broad,andabstractorganizingideasthatmaybetransdisciplinaryorsubject-based.Theyrepresent the vehicle for students' inquiry into the opportunities and challenges of local and global significance. Concepts are concise; they are usuallyrepresentedbyoneortwowords.

The PYP identifies seven keyconcepts. Together, these key concepts form the component that drives the teacher- and/or studentconstructed inquiries that lie at the heart of the PYP curriculum. Key concepts drive learning experiences and help to fram a Unit of Inquiry By identifying and investigating key concepts, students learn to think critically about big ideas This may be done through broad, open-ended questions in an inquiry. When concepts are viewed as a set of questions, the inquiry is directed, purposeful, and manageable

Form

What is it like?

The understanding that everything has a form with recognizable features that can be observed, identified, described, and categorized.

Function Causation

How does it work?

The understanding that everything has a purpose, a role, or a way of behaving that can be investigated.

Why is it as it is?

The understanding that things do not just happen; there are causal relationships at work, and that actions have consequences.

Change

How is it transforming?

The understanding that change is the process of movement from one state to another. It is universal and inevitable

Connection Perspective Responsibility

What are our obligations?

The understanding that people make choices based on their understandings, beliefs, and values, and the actions they take as a result do make a difference.

What are the points of view?

The understanding that knowledge is moderated by different points of view leading to different interpretations, understandings, and findings; Perspectives may be individual, groups, cultural, or subject-specific.

How is it linked to other things?

The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.

In addition to learning these key concepts, children learn relatedconcepts in all curriculum areas. Instead of simply gaining knowledge and skills, they deepend their understanding of more complex ideas. Related concepts explore key concepts in greater detail and also add depth to the program. In contrast to the broad key concepts, related concepts are more narrowly focused. All subjects have associatedconceptsthatreflectthenatureofitsspecificcontent

For example, in Science, "adaptation" could be a related concept connected to the key concept of "change"; in Social Studies, "sustainability"couldbearelatedconceptassociatedwiththekeyconceptsof"change"and"responsibility"

What Do We Want Our Students to Understand?

Approaches to Learning (skills)

Approaches to Learning (ATL) are an integral part of an IB education and complement the learner profile, knowledge, conceptual understanding, and inquiry. Approaches to Learning are grounded in the belief that learning how to learn is fundamental to a student's education. Five categories of interrelated skills and associated sub-skills support students of all ages to become self-regulated learners. Through a variety of strategies, teachers collaboratively plan for implicit and explicit opportunities to develope ATL skills both insideandoutsidetheProgramofInquiryinage-appropriateways.

Collaborative inquiry requires learners to demonstrate many of the Approaches to Learning skills that have been indentified for the Primary Years Program Examine the skills outlined here to identify skills that learners would need to apply to fully participate in an inquiryapproach:

Thinking Skills

5 Categories of Interrelated Skills

Critical-thinking skills (analyzing and evaluating issues and ideas)

Creative-thinking skills (generating novel ideas and considering new perspectives)

Transfer skills (using skills and knowledge in multiple contexts)

Reflection/Metacognitive skills ((re)considering the process of learning)

rmation-literacy skills (formulating and planning, data gathering and recording, synthesizing and interpreting, evaluating and communicating)

Media-literacy skills (interacting with media to use and create ideas and information

Ethical use of media/information (understanding and applying social and ethical technology)

Research Skills

Communication Skills

Exchanging-information skills (listening, interpreting, speaking)

Literacy skills (reading, writing, and using language to gather and communicate information)

ICT skills (using technology to gather, investigate, and communicate information)

Developing positive interpersonal relationships and collaboration skills (using self-control, managing setbacks, supporting peers)

Developing social-emotional intelligence

SSocial kills

SelfManagement Skills

Organization skills (managing time and tasks effectively)

States of mind (mindfulness, perseverance, emotional management, self-motivation, resilience)

What Do We Want Our Students to Value, Demonstrate, and Feel? Attitudes

The PYP includes a set of 12 attitudes embedded in the definitions of the Learner Profile. At Pine Street School, we see these as integral to the growth and development of students and choose to highlight them within the Learner Profile and independently. Pine Street School focuses on the development of personal attitudes: toward people, toward the environment, and toward learning. These attitudes contribute to the well-being of the individual and the group, as well as fostering the development of international-mindedness

Appreciation

Appreciatingthewonderand beautyoftheworldanditspeople.

Commitment

Beingcommittedtoownlearning, perservering,andshowingselfdisciplineandresponsibility.

Enthusiasm

Enjoyinglearningandwillingly puttingeffortintotheprocess.

Integrity

Beinghonestanddemonstrating aconsideredsenseoffairness

Creativity

Beingcreativeandimaginativein ownthinkingandapproach.

Respect

Respectingthemselves,others,and theworldaroundthem.

Empathy

Imagininginanother'ssituationin ordertounderstandhisorher reasoningandemotions,soastobe open-mindedandreflectiveabout theperspectivesofothers.

Confidence

Feelingconfidentinownabilityaslearners, havingthecouragetotakerisks,applying whathasbeenlearnedandmaking appropriatedecisionsandchoices.

Independence

Thinkingandactingindependently, makingownjudgmentsbasedon reasonedargument,andbeingableto defendownjudgments.

Cooperation

Cooperating,collaborating,andleading andfollowingasthesituationdemands.

Curiosity

Beingcuriousaboutthenatureoflearning, abouttheworld,itspeopleandcultures.

Tolerance

Acceptingandbeingsensitiveabout differencesanddiversityintheworldand beingresponsivetotheneedsofothers

Pine Street School | © Green Ivy Schools

How Do We Want Students to Act? Action

Responsibility and appropriate action is planned for an is an expected outcome of student exploration and learning through the Units of Inquiry. As an integral part of the learning process, action can be embarked upon at any point and can take many forms, depending on individual development, learning,andexperiences.

Action can be short- or long-term, revisited or ongoing. It may be individual or collective, small- or large-scale, and may take place at home, at school, or in local or wider communities. Some actions may not always be visible or immediately impactful; they might appear in the form of impressions left on students, or small things that go unnoticed because they are part of daily life of the learningcommunity.

For early years students, the foundation of action comes from an understanding of self and a responsibility toward relationships with peers and the wider community Members of the learning community support this understanding by modeling the appropriate useoflanguageandsocialbehaviors.

Action Participation

contributing as an individual or group

Advocacy

action to support social, environmental, political change

Social Justice

Turn off the lights when leaving a room. Don't waste food.

relation to rights, equality and equity, social well-being, and justice

Social Entrepreneurship

innovative, resourceful, and sustainable social change

Lifestyle Choices

consumption, impact of choices

The PYP Exhibition

In their final year of the PYP (5th Grade), students embark on a culminating project: The PYP Exhibition The PYP Exhibition serves as a celebration of the learning gained throughout the student's time in the PYP. It also serves as a final assessment, in which students are expected to demonstrate ownership of learning, conceptual understanding, knowledge of subject matter, approaches to learning (skills), and action.

The PYP experience has provided the students with the tools they need to be life-long learners. The Exhibition allows students to make choices, share their voice, choise, and take ownership of their learning To accomplish this, the Exhibition requires students to present an in-depth, collaborative, transdisciplinary inquiry in which they identify local or global issues, research and investigate, offer solutions, and take significant action. The Exhibition is a culminating learning experience and celebration that involves the entire school community and serves as the culmination of the students' PYP experience.

Assessment at Pine Street School

Assessment is central to the PYP goal of thoughtfully and effectively supporting students through the acquisition of subject-specific knowledgeandskills,theunderstandingofconceptsandthedevelopmentofapproachestolearning

At Pine Street School, we believe that the purpose of assessment is to inform and improve teaching and learning. Assessment involves collecting and analyzing assessment information, which is used to drive teaching and learning and to communicate effectively with stakeholders within, as well as outside of, the community. Assessment will be reflected upon and should effectively guide students throughthefiveessentialelementsoflearning:

Acquisitionofknowledge•Understandingofconcepts•Masteringofskills•Developmentofattitudes•Decisiontotakeaction

Assessment Types

AtPineStreetSchool,weusethreetypesofassessmentstoinformandimproveteachingandlearning

1.DiagnosticAssessments:

Allows teachers to determine prior knowledge, understanding, and skills prior to instruction. This information is used to plan learning engagementsandtoshowgrowthovertime.

2.FormativeAssessments:

Frequentassessmentusedtoevaluatestudentlearninginordertoprovideongoingfeedbackthatcanbeusedbyteacherstoimprovetheir teaching and by students to improve their learning. Formative assessment aims to promote learning by giving regular and frequent feedback. This helps learners to improve knowledge and understanding, to foster enthusiasm for learning, to engage in thoughtful reflection,todevelopthecapacityforself-assessment,andtorecognizethecriteriaforsuccess.

3.SummativeAssessments:

Aimtogiveteachersandstudentsaclearinsightintostudents'understanding.Asummativeassessmentistheculminationoftheteaching and learning process, and gives the students opportunities to demonstrate what has been learned. It can assess several elements simultaneously: it informs and improves student learning and the teaching process; it measures understanding of the central idea, and promptsstudentstowardaction.Itoccursattheendoftransdisciplinaryanddisciplinarystudies.

Reporting

Reporting happens on a semester schedule and include mid-semester checklist progress reports, full reports, and conferences. Please refer to the Pine Street School Assessment Policy for more information.

Target Language Curriculum

At Pine Street School, all teachers are language teacher as language transcends curriculum areas. Through the IB language programs, we aim to development confident, curious, highly proficient and enthusiastic readers, writers, viewers, presenters, spreakers, and listeners. Language is always taught meaningfully and in context. These contexts vary, but often involve the use of real-life scenarios, native speakers, the local area, and a wide variety of text types. We advocate the learning through inquiry, allowing students to make connections with context, to explore and investigate. The learning of any language is developmental by nature, building constructively onwhateachindividualstudentknowstohelpmovethemforward

The Preschool offers a dual language immersion program, using Spanish or Mandarin as the target language and English, embracing the principles of the PYP. Teachers plan and organize the classroom, such that working in English and the target llanguage becomes a part of our school day - from songs, to children's literature, small group work, larger inquiries, transitions, and routines. Learners spend approximately50%oftheirclasstimeinEnglishand50%inSpanishorMandarin.

In the Elementary School program, daily language immersion instruction continues in small, proficiency-based groups. These language ability groups allow us to meet each student at their language level in a supportive environment, address each student’s individuallanguageneeds,andtomaximizetheirlinguisticdevelopmentinwriting,reading,andspeaking.

The inquiry-based instructional approach continues in our immersion groups as language teachers create and present customized curriculum that is integrated with their transdisciplinary academic work This method ensures that students not only remain engaged, but that their rate of language acquisition is increased as they have ample opportunity to use the target language within the meaningfulcontextoftheirdailyschoolexperience

Language Learning Beliefs & Values

Weunderstandthatourlearnerscomewith manydifferentlanguagebackgrounds andwillallprogressatdifferentpaces.

Wegive ongoingfeedback onlearners'progress inalllanguages ofinstruction.

Weviewtheongoing languagedevelopmentfor ourlearnersasthe responsibilityofall teachers,parents,and learners.

We use language as a medium of inquiry, providing opportunities to challenge first language learners and to develop second language learners.

Weteachlanguagethroughcontext

iandrelatenew nformationto existingknowledge.

Weprovide meta-linguistic learningstrategies forthelearners.

Weaccommodate differentlearningstyles withdifferentiated instructionaccordingto individualneeds.

Performance Indicators for Language Learners

INTERPERATIVE

I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed

INTERPERSONAL

I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions.

PRESENTATIONAL

I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language.

I can understand the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed.

I can understand the main message and supporting details on a wide variety of familiar and general interest topics across various time frames from complex, organized texts that are spoken, written, or signed

I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions.

I can communicate information, make presentations, and express my thoughts about familiar topics, using sentences and series of connected sentences through spoken, written, or signed language.

I can maintain spontaneous spoken, written, or signed conversations and discussions across various time frames on familiar, as well as unfamiliar, concrete topics, using series of connected sentences and probing questions. I can deliver detailed and organized presentations on familiar as well as unfamiliar concrete topics, in paragraphs and using various time frames through spoken, written, or signed language.

English Language Curriculum

Language is a social construct and is learned through social interactions, experiences, and relationships Language learning involves both receptive (receiving and constructing meaning) and expressive (creating and sharing meaning) language. The Pine Street School curriculum allows students to construct both receptive and expressive language in relevant, engaging, challenging, and significant context.Understandingthesocialconstructsoflanguageisfundamentaltotheneedandabilitytocommunicate.

Thecurriculumisdividedinto4strandsforPreschooland5strandsforElementary:

Listening & Speaking

Oral language exposes the thinking of the learner. It is a means by which their thoughts and ideas can be communicated and share to negotiate and construct meaning and develop deeper levels of understanding.

Viewing & Presenting

Viewing and presenting are fundamental processes that are historically and universally powerful and significant The receptive processes (viewing) and the expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other It is important to provide a balanced program with opportunities for students to experience both viewing and presenting.

Reading

Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader's purpose for reading, the reader's prior knowledge and experience, and the text itself. Reading helps us to clarify our ideas, feelings, thoughts, and opinions. Literature offers us a means of understanding ourselves and others and has the power to influence and structure thinking. Children learn to read by reading. In order to develop life-long reading habits, learners need to have extended periods of time to read for pleasure, interest, and information experiencing an extensive range of quality fiction and non-fiction texts.

Writing

Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organize and communicate thoughts. ideas, and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own "voice," writing is a genuine expression of the individual. Over time. writing involves developing a variety of structures, strategies, and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness.

Conventions

Conventions are generally accepted and practiced rules of a language. Conventions include phonics and grammar. Elementary only

Math Curriculum

Students at Pine Street School are challenged in the area of mathematical understanding and knowledge at the appropriate levels of cognitive development. Students explore mathematical concepts and construct meaning starting with concrete and moving to more abstractunderstanding Itisthroughrelevant,realistic,real-lifecontextthattheseskillsandunderstandingsaretaughtandlearned As students construct their understandings through concrete, real-life experiences, they will advance their abstract understanding of mathematicalconceptsbytransferringmeaningintosymbolicnotation.Studentswillbeinvolvedindiscussionstoexplaintheirunderstanding andexperienceswithsymbolicrepresentationastheylearnandtransfertheirunderstandingintoconventionalmathematicalnotation.

Once students have developed their own constructs and progressed to the abstract reasoning of using conventional symbolic notations, they will be asked to apply their understanding through authentic, real-life learning engagements. These engagements allow for hands-on problem-solving,realisticsituations,andstudentagencyastheydemonstratetheirunderstandinginavarietyofways.Thisprocessallowsfor deepunderstandingandvalidationsofthestudents'learningastheypresenttheirideas,receivefeedback,andreflectontheirlearning.

The mathematics curriculum is divided into 5 strands. The Twos curriculum only has 3 strands: Number (Number Sense & Operations), Pattern&Function(Pattern&AlgebraicThinking).

Number Sense & Operation Pattern & Algebraic Thinking

Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system.

To identify pattern is to begin to understand how mathematics applies to the world in which we live The repetitive features of patterns can be identified and described as generalized rules called "functions." This builds a foundation for the later study of algebra.

Organizing & Interpreting Information

Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.

A. Data can be collected, organized, represented, and summarized in a variety of ways to highlight similarities, differences, and trends; the chosen format should illustrate the information without bias or distortion.

B. Probability can be expressed qualitatively by using terms such as "unlikely," "certain," or "impossible." It can be measured quantitatively on a numerical scale.

Measurement

To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be.

Geometry

To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called "functions." This builds a foundation for the later study of algebra.

Science Curriculum

Science in the PYP emcompasses science and its applications In the PYP the science component of the curriculum should be driven by concepts and skills rather than by content. The key concepts are inevitably influential in driving the curriculum, but there are many other related science concepts that provide further understanding of the subject.

At Pine Street School, we begin with the PYP philosophy and infuse the Next Generation Science Standards into the PYP framework. Through the transdisciplinary units of study, our approach allows students to develop conceptual understandings and the big ideas in science, develop an understanding of the scientific method, innovate with technology, gain critical thinking and problem-solving skills, conduct and present research, and much more. Students will also learn to apply many scientific skills such as:

The science curriculum is divided into 4 strands:

Living Things

The study of characteristics, systems, and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with the environment.

Earth & Space

The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it.

Material & Matter

The study of properties, behaviors, and uses of materials, both natural and human-made; the origins of humanmade materials and how they are manipulated to suit a purpose.

Forces & Energy

The study of energy, its origin, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Observecarefullyinordertogatherdata

Useavarietyofinstrumentsandtoolsto measuredataaccurately

Usescientificvocabularytoexplaintheir observationsandexperiences

Identifyorgenerateaquestionorproblemto beexplored

Planandcarryoutsystematicinvestigations, manipulatingvariablesasnecessary

Makeandtestpredictions

Interpretandevaluatedatagatheredinorder todrawconclusions

Considerscientificmodelsandapplications ofthesemodels(includingtheirlimitations)

Science Curriculum

Social studies in the PYP is essentially about people: how they think, feel, and act; how they interact with others; their beliefs, aspirations, and pleasures; the problems they have to face; how and where they live (or lived);howtheyinteractwiththeirenvironment;theworktheydo;andhowtheyorganizethemselves.

At Pine Street School, we begin with the PYP philosophy and infuse our social studies and history learner outcomes or big ideas in social studies and history into the PYP framework. Through the transdisciplinary units of inquiry, our approach allows students to develop conceptual understandings and grasp big ideas in bothsocialstudiesandhistory. Theydevelopmanyimportantlifeskillssuchas:

The social studies curriculum is divided into 5 strands:

Human Systems & Economic Activities

The study of how and why people construct organizations and systems; the way in which people connect locally and globally; the distribution of power and authority.

Social Organization & Culture

The study of people, communities, cultures, and societies; the ways in which individuals, groups, and societies interact with each other.

Formulateandask questionsaboutthepast, thefuture,placesandsociety

Useandanalyzeevidence fromavarietyofhistorical, geographical,andsocietal sources

Orientateinrelationtoplace andtime

Humans & Natural Environments

The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Resources & the Environment

Identifyroles,rights,and responsibilitiesinsociety

Assesstheaccuracy,validity, andpossiblebiasofsources

The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment

Personal, Social, and Physical Education (PSPE)

PSPE provides the models, processes, vocabulary for handling social and personal issues, and ensuring health and well-being. Students are prepared to address moral issues in their lives and act upon a set of positive values such as appreciation, empathy, and respect. They should be given guidance to help develop positive attitudes and behaviors in order to meet challenges, make healthy lifestylechoices,andserveasresponsible,respectfulmembersofsociety.

PSPEconsistsof3strands:

Identity

An understanding of our own beliefs, values, attitudes, experiences, and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations, and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner's concept of self and feelings of selfworth affect their approach to learning and how they interact with others.

Active Living

An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body's response to exercise; the importance of developing basic motor skills; understanding and developing the body's potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future.

Interactions

An understanding of how an individual interacts with other people, other living things and the wider world; behaviors, rights and responsibilities of individuals and their relationships with others, communities, society, and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind's responsibility as custodians of the Earth for future generations.

While the PSPE curriculum is woven through all disciplines and aspects of the school day, Physical Education classes are a prime catalyst to learn and master many of the PSPE skills.

The Arts

The PYP states that arts are integral to the program. They are a powerful mode of communication through which students explore and constructasenseofselfanddevelopanunderstandingoftheworldaroundthem.Artsprovidestudentswithawiderangeofopportunities andmeanstorespondtotheirexperiencesandengagewithhistorical,socialandculturalperspectives.Thestudentsarestimulatedtothink andtoarticulatetheirthoughtsinnewways,andthroughavarietyofmediaandtechnologies ThePYPrecognizesthatnotalllearningcan be supported solely through language, and that arts as a medium of inquiry also provide opportunities for learning, communication and expression. Learning about and through arts is fundamental to the development of the whole child, promoting creativity, critical thinking, problem-solvingskillsandsocialinteractions.

Theartsconsistsof2strands:

Responding Creating

The process of responding provides students with opportunities to respond to their own and other artists' works and processes, and in so doing, develop the skills of critical analysis, interpretation, evaluation, reflection, and communication.

The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encourages to draw on their imagination, experiences, and knowledge of matierals and processes as starting points for creative exploration.

While the arts curriculum is woven through all disciplines and aspects of the school day, music, visual art, and design technology classes and experiences are prime catalysts to enhance the arts curriculum.

I-DEA Curriculum Framework

Inclusion via Diversity, Equity, and Anti-Racism

The IB Curriculum is rooted in fostering diversity, equity, inclusion, awareness, and advocacy The Pine Street School I-DEA Curriculum FrameworkfitsfirmlyintoandgainsimmediaterelevancefromthePYP.OurFrameworkscaffoldsstudents’inquiryintoconceptsofequality, equity, inclusion, social justice, fairness, belonging, prejudice, and privilege, helping them to better understand the social construct of race andethnicityintheUnitedStates.

Units of Inquiry provide students with multiple opportunities throughout the year to explore and share in their own cultures, languages, and traditions, and those of their classmates and the wider community. Throughout these units, students gain crucial knowledge about the history of race in the United States, awakening their awareness and building understanding, all while engaging in authentic, meaningful classroom and community experiences and through literature from diverse sources and cultures, which provoke and scaffold discussions of raceandracisminourcountry.

Pine Street School | Program of Inquiry 2023-2024

WHO WEARE WHEREWEAREIN PLACEANDTIME

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives

Central Idea:

Our bodies are made up of interconnected systems and we have inherited and acquired traits that are part of our growth and change

Key Concepts:

Form, Function, Change

Lines of Inquiry:

1. Role of different body systems

2 Connection between different body systems

3 Change in systems over time

Central Idea: People have personal beliefs and belief systems that inform how they act and interpret others.

Key Concepts:

Connection, Perspective, Causation

Lines of Inquiry:

1 Personal beliefs and belief systems

2 How beliefs affect the individual and society

3. Perspectives within cultural and individual beliefs

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social, and spiritual health; human relationships, including families, friends, communities, and cultures; rights and responsibilities; what it means to be human

Central Idea: Exploration of our universe leads to discoveries, opportunities, and new understandings

Key Concepts: Change, Connection, Responsibility

Lines of Inquiry:

1. Our universe

2 How theories of the universe have changes over time

3. Impact of exploration

Central Idea: Technological innovation can disrupt societal thinking, behavior, and human relationships.

Key Concepts:

Connection, Change, Causation

Lines of Inquiry:

1 Connections between technology and human needs and wants

2 Innovation design process

3 Coding as a language

HOWWEEXPRESS OURSELVES

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend, and enjoy our creativity; our appreciation of the aesthetic

Central Idea: Cooperative and purposeful teamwork enables and empowers people to improve their lives and communities

Key Concepts: Change, Connection, Causation Lines of Inquiry:

1 Global needs

2. Local needs

3 Sustainable solutions

4 Effective teamwork

YEAR-LONGPYPEXHIBITION

Central Idea: Language can be used to influence our thinking, emotions, and behavior in many ways.

Key Concepts: Function, Responsibility, Perspective

Lines of Inquiry:

1 Features, forms, techniques used in persuasive communications

2 How persuasive communication works

3 Impact of persuasive communication

HOWTHEWORLD WORKS SHARING THEPLANET

An inquiry into the natural world and its laws, the interaction between the natural world and human societies; how humans use their understanding of scientific principles; impact of scientific and technological advances on society and the environment

Central Idea: People produce and use different types of energy which leaves and environmental footprint

Key Concepts: Function, Causation, Change Lines of Inquiry:

1 Types of energy

2. Non-renewable vs. renewable energy

3 Responsible energy use

HOWWEORGANIZE OURSELVES

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment

Central Idea: Governmental systems and decisions can promote or deny equal opportunities and social justice

Key Concepts:

Responsibility, Function

Lines of Inquiry:

1 Purpose of government

2. Organizations of government

3 Impacts of decisions and actions on members of society

4. How beliefs about power and authority impact a society

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution

Central Idea: Distribution of wealth affects communities' and individuals' access to equal opportunities

Key Concepts:

Connection, Perspective, Causation

Lines of Inquiry:

1. Relationship between wealth and power

2 Impactofwealthdistribution

3. Equitable access to resources and opportunities

Central Idea: Analysis of data and patterns can shape actions people take

Key Concepts: Responsibility, Connection, Change

Lines of Inquiry:

1. Earth's physical changes over time

2 Interconnectedness of hydrosphere, biosphere, geosphere, atmosphere

3 How data drives direction

Central Idea: Signs and symbols are part of human-made systems that facilitate local and global communication.

Key Concepts:

Connection, Form, Function

Lines of Inquiry:

1 Specialized systems of communication

2. How visual language facilitates communication

3 Cultural and historical context of how signs and symbols develop

Central Idea: Raising awareness of institutions, individuals, and organizations about climate change issues can encourage people to take initiative

Key Concepts:

Responsibility, Causation, Change

Lines of Inquiry:

1. Sustainable Development Goals

2 How human actions have impacted climate change

3 Actions that can reverse climate change

WHO WEARE WHEREWEAREIN PLACEANDTIME

Central Idea: The mosaic of our everdeveloping identities ultimately informs and influences our attitudes about ourselves and others

Key Concepts: Perspective, Connection, Change

Lines of Inquiry:

1 What makes me, me

2 How others view me; How I view others

3 Evolution of our identities

Central Idea:

Making balanced choices should enable people to have a healthy lifestyle

Key Concepts:

Responsibility, Connection, Form

Lines of Inquiry:

1. Daily habits and routines

2 The impacts of balanced choices

3. Healthy lifestyles

Central Idea: The legacy of ancient civilizations influences people and society today.

Key Concepts: Connection, Form, Function

Lines of Inquiry:

1 Types of civilizations

2 Elements of civilizations

3. Legacies of civilizations

HOWWEEXPRESS OURSELVES

Central Idea: Architecture is the built realization of human ingenuity

Key Concepts: Perspective, Causation, Form Lines of Inquiry:

1. What is architecture

2 Elements of architecture

3 Human ingenuity and creativity in design

Central Idea: Relationships are enhanced by effort and compromise

Key Concepts: Responsibility, Perspective, Causation

Lines of Inquiry:

1 Relationships with ourselves

2 Relationships with communities

3 Relationships with other groups of people

Central Idea: The geography, history, and people make our city unique in its past, present, and future

Key Concepts: Change, Causation, Form Lines of Inquiry:

1 Location and geography of the city

2 People who inhabited the region over time

3. How and why the city has developed

YEAR-LONGUNIT

Central Idea: The Earth’s cycles and patterns have impacted how people live their lives.

Key Concepts: Connection, Form, Causation

Lines of Inquiry:

1 Earth’s cycles and patterns

2 How cycles and patterns impact our lives

3 How cycles and patterns impact other people’s lives

Central Idea: Folklore reflects and shapes culture.

Key Concepts: Connection, Perspective, Form Lines of Inquiry:

1 Elements of folklore

2 Similarities and differences among versions of folklore

3 The role of folklore in culture

Central Idea: Stories allow our imagination to discover new worlds

Key Concepts: Connection, Perspective, Function

Lines of Inquiry:

1 Story elements

2 Human connections in stories

3 Exploring perspectives through stories

HOWTHEWORLD WORKS SHARING THEPLANET

Central Idea: Understanding forces can help humans design effectively

Key Concepts: Form, Causation, Change

Lines of Inquiry:

1. Natural laws of motion

2 Different forces

3 Using principles of physics to solve problems

HOWWEORGANIZE OURSELVES

Central Idea: Human migration can be a response to challenges, risks, and opportunities impacting individuals and communities

Key Concepts: Perspective, Change, Causation

Lines of Inquiry:

1. Reasons why people migrate

2 Migration throughout history

3 Effects of migration on communities, cultures, and individuals

Central Idea: Biodiversity ensures natural sustainability for all life on the planet.

Key Concepts: Responsibility, Form, Causation

Lines of Inquiry:

1 Diversity of living things

2. Role of biodiversity in the natural world

3 Impact of interruption in biodiversity

Central Idea: The Earth continuously changes due to natural forces.

Key Concepts: Change, Causation, Form Lines of Inquiry:

1 Internal changes

2 External changes

3. Human attempts to manage consequences of changes

Central Idea:

The organization of marketplaces reflects the needs and wants of communities

Key Concepts:

Responsibility, Connection, Causation

Lines of Inquiry:

1. How a market economy works

2 How goods and services are produced and consumed

3 Responsible production and consumption

Central Idea: The Earth has extensive ecosystems which are a vital part of its functioning

Key Concepts: Responsibility, Causation, Form

Lines of Inquiry:

1. Ecosystems around the world

2 Balance in ecosystems

3. Things that disrupt the balance in ecosystems

Central Idea: Understanding the way materials behave and interact determine how people use them

Key Concepts: Change, Form, Function Lines of Inquiry:

1 Behavior and uses of materials

2 Changing properties of materials

3. Manipulations of materials for specific purposes

Central Idea: Food is a central element of global interconnectedness

Key Concepts:

Causation, Connection, Form Lines of Inquiry:

1. Food and its origins

2 Connection between food and geography

3. Cultural and historical significance of food

Central Idea: Living things have specific shapes and structures related to their function which help them survive, grow, and reproduce

Key Concepts: Form, Function, Connection Lines of Inquiry:

1. Characteristics of living things

2 Structure and function of living things

WHO WEARE WHEREWEAREIN PLACEANDTIME

Central Idea: People's skills, attitudes, and interests should enable them to benefit from and contribute to their community

Key Concepts: Responsibility, Connection, Causation

Lines of Inquiry:

1 Skills,attitudes,interests, talents

2. How people benefit from commuity

3. How people contribute to community

Central Idea: Exploring our personal histories and the groups we belong to informs our understanding of who we are

Key Concepts: Connection,Perspective,Change

Lines of Inquiry:

1. Family origins and stories

2 Influence of groups we belong to

3. Understanding the connection between histories in our communities

Central Idea: Homes reflect personal identity and local culture

Key Concepts: Form, Function, Connection

Lines of Inquiry:

1 What is a home

2. Different kinds of homes

3 Circumstances that determine where and how people live

HOWWEEXPRESS OURSELVES

Central Idea: Through poetry, people express, explore, and interpret ideas and feelings

Key Concepts: Perspective, Form, Connection

Lines of Inquiry:

1 What is poetry

2. Word use in poetry

3 Exploring ideas through poetry

Central Idea: Stories can take on different forms, have cultural elements, and can be told in many ways

Key Concepts: Perspective, Form, Function Lines of Inquiry:

1. What is a story

2 Ways to tell stories

3 Stories from different cultures

Central Idea: We learn about the world though our senses

Key Concepts:

Connection, Perspective, Form, Function

Lines of Inquiry:

1. Our senses

2 How we learn through our senses

3 How our senses enrich our lives

Key Concepts: Form, Perspective, Reflection Lines of Inquiry:

1 Artists from around the world

2 Artistic styles

3. Exploring forms of art

HOWTHEWORLD WORKS SHARING THEPLANET

Central Idea: Understanding how light and sound work influences how people interact with the world

Key Concepts: Form, Function, Causation

Lines of Inquiry:

1 Sources

2. Properties

3 Function

Central Idea: People apply their understanding of forces and energy to invent and create

Key Concepts: Connection, Form, Function Lines of Inquiry:

1 Forces and energy

2. Simple machines and tools

3 Innovating to solve problems

Central Idea: Artists have unique styles through which they communicate their ideas and feelings.

HOWWEORGANIZE OURSELVES

Central Idea: Transportation systems are developed to respond to the needs of communities

Key Concepts:

Form, Function, Causation

Lines of Inquiry:

1 Transportation systems

2. How transport systems respond to the needs of the community

3. How transport systems have changed over time

Central Idea:

By purposefully organizing spaces, people learn how to respect and use their environment effectively.

Key Concepts: Responsibility, Form, Function Lines of Inquiry:

1 How spaces are organized

2 Effective organization

3. Responsibilities involved in maintaining organization

Central Idea: Sound impacts and enriches our lives

Key Concepts: Function, Causation

Lines of Inquiry:

1 How sound works

2. Producing and receiving sounds

3 How sound impacts our personal lives

Central Idea: In urban spaces, a balance between the needs of humans and other living things can be a challenge

Key Concepts: Responsibility, Connection, Form

Lines of Inquiry:

1 Purposeful design of an urban space

2. Connection between human needs and the natural world

3. Human responsibility

Central Idea: Plants are essential to our lives in many ways and need specific conditions to grow

Key Concepts: Form, Function, Responsibility Lines of Inquiry:

1 Structure and needs of a plant

2 Life cycle of plants

3 How plants help living things

Central Idea: All living things have life cycles

Key Concepts: Form, Function, Change Lines of Inquiry:

1 Living things

2. Life cycles of different types of animals

3 How animals are suited to where they live

3RD GRADE LEARNING OUTCOMES

Target Language: Spanish or Mandarin

READING

I can identify familiar words when they are supported by gestures or visuals in texts.

I can identify basic facts from familiar words and phrases when they are supported by visuals in texts or gestures.

I can identify the topic and some isolated facts from simple sentences in texts.

LISTENING I can understand familiar words with they are supported by visuals or gestures in conversations.

I can identify some basic facts from familiar words and phrases when they are supported by gestures or visuals in conversations.

I can understand familiar questions and statements from simple sentences and conversations.

SPEAKING I can provide information by answering a few simple questions on a very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals.

READING I can use a combination of drawing, dictation and writing with environmental clues to record observation and express ideas.

I can request and provide information by answering a few simple questions on a very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences.

I can participate in shared research and writing projects. I can polish and publish writing pieces with checklists and teacher guidance.

I can request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using sentences.

I can write about events and experiences through words, phrases, and sentences. I can polish and publish writing pieces.

English Language

Language is social construct and is learned through social interactions, experiences, and relationships Language learning involves receptive(receivingandconstructingmeaning)andexpressive(creatingandsharingmeaning)language.ThePineStreetSchoolcurriculum allowsstudentstoconstructbothreceptiveandexpressivelanguageinrelevant,engaging,challenging,andsignificantcontext.Understanding thesocialconstructsoflanguageisfundamentaltotheneedandabilitytocommunicate.

Oral Language: Oral language exposes the thinking of the learner. It is a means by which their thoughts and ideas can be communicated and shared to negotiate and construct meaning and develop deeper levels of understanding.

Listening & Speaking

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion

Follow agreed-upon rules for discussions

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others

Explain their own ideas and understanding in light of the discussion

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally

Use language for a variety of personal purposes, for example, invitations

Express thoughts, ideas and opinions and discuss them, respecting contributions from others

Participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems

Use language to explain, inquire and compare

Recognize patterns in language(s) of instruction and use increasingly accurate grammar

Understand that language use is influenced by its purpose and the audience

Understand and use specific vocabulary to suit different purposes

Hear and appreciate differences between languages

Listen appreciatively and responsively, presenting their own point of view and respecting the views of others

Listen for a specific purpose in a variety of situations

Identify and expand on main ideas in familiar oral texts

Listen reflectively to stories read aloud in order to identify story structures and ideas

Understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations

Argue persuasively and defend a point of view

Explain and discuss their own writing with peers and adults

Begin to paraphrase and summarize

Organize thoughts and feelings before speaking

Verbalize their thinking and explain their reasoning

Appreciate that language is not always used literally; understand and use the figurative language of their own culture

Visual Language: Viewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to provide a balanced program with opportunities for students to experience both viewing and presenting.

Viewing & Presenting

Report on a topic or text, tell astory, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace

Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification

View visual information and show understanding by asking relevant questions and discussing possible meaning

Discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently

Realize that visual information reflects and contributes to the understanding of context

Observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness

Use actions and body language to reinforce and add meaning to oral presentations

Select and use suitable shapes, colors, symbols and layout for presentations; practice and develop writing/calligraphy styles

Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding

With guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful

Use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact

View a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama, advertising, logos, labels, signs, billboards

Realize that effects have been selected and arranged to achieve a certain impact, for example,the way in which color, lighting, music and movement work together in a performance

Discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve

Written Language: Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself Reading helps us to clarify our ideas, feelings, thoughts, and opinions. Literature offers us a means of understanding ourselves and others and has the power to influence and structure thinking Children learn to read by reading In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest, and information, experiencing an extensive range of quality fiction and non-fiction texts.

Reading

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as thebasis for the answers

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

Distinguish between fiction and non-fiction and select books appropriate to specific purposes

Understand and respond to the ideas, feelings, and attitudes expressed in various texts, showing empathy for characters

Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct

Access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis

Understand that the internet must be used with the approval and supervision of a parent or teacher; read, understand, and sign the school’s cyber-safety policy

Written Language: Writing is a way of expressing ourselves It is a personal act that grows and develops with the individual From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organize and communicate thoughts, ideas, and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own “voice”, writing is a genuine expression of the individual. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness.

Reading

Write opinion pieces on topics or texts, supporting a point of view with reasons

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons

Use linking words and phrases to connect opinion and reasons

Provide a concluding statement or section

Write informative/explanatory texts to examine a topic and convey ideas and information clearly

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension

Develop the topic with facts, definitions, and details

Use linking words and phrases to connect ideas within categories of information

Provide a concluding statement or section

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations

Use temporal words and phrases to signal event order

Provide a sense of closure

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

Conduct short research projects that build knowledge about a topic

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories

Write routinely over extended time frames (time for research, reflection, and revision and shorter time frames for a range of disciplines)

Create and present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class

Write about a range of age appropriate topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading

Use graphic organizers to plan writing, for example, Mind Maps®, storyboards

Use appropriate writing conventions, for example, word order, as required by the language(s) of instruction

Use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high-frequency words, high interest words

Use increasingly accurate grammatical constructs

Write legibly, and in a consistent style

Use feedback from teachers and other students to improve their writing

Use a dictionary, a thesaurus and word banks to extend their use of language keep a log of ideas to write about

Participate in teacher conferences with teachers recording progress and noting new learning goals; self-monitor and take responsibility for improvement

Over time, create examples of different types of writing and store them in their own writing folder

Organize ideas in a logical sequence

Respond to the writing of others sensitively

Use appropriate punctuation to support meaning

Use knowledge of written code patterns to accurately spell high-frequency and familiar words

Check punctuation, variety of sentence starters, spelling, presentation

Conventions: Generally accepted rules and practices of language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences

Form and use regular and irregular plural nouns

Use abstract nouns

Form and use regular and irregular verbs

Form and use the simple verb tenses

Ensure subject-verb and pronoun-antecedent agreement

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified

Use coordinating and subordinating conjunctions

Produce simple, compound, and complex sentences

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Use commas in addresses

Use commas and quotation marks in dialogue

Form and use possessives

Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words

Use spelling patterns and generalizations in writing words

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings

Use knowledge of language and its conventions when writing, speaking, reading, or listening

Choose words and phrases for effect

Recognize and observe differences between the conventions of spoken and written standard English

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on 3rd Grade reading and content, choosing flexibly from a range of strategies

Use sentence-level context as a clue to the meaning of a word or phrase

Determine the meaning of the new word formed when a known affix is added to a known word

Use a known root word as a clue to the meaning of an unknown word with the same

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases

Distinguish the literal and nonliteral meanings of words and phrases in context

Identify real-life connections between words and their use

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships

StudentsatPineStreetSchoolarechallengedintheareaofmathematicalunderstandingandknowledgeattheappropriatelevels development.Studentsexploremathematicalconceptsandconstructmeaningstartingwithconcreteandmovingtomoreabstractunderstanding. Itisthroughrelevant,realistic,real-lifecontextthattheseskillsandunderstandingsaretaughtandlearned.

As students construct their understandings through concrete, real-life experiences, they advance their abstract understanding of mathematical conceptsbytransferringmeaningintosymbolicnotation Studentsareinvolvedindiscussionstoexplaintheirunderstandingandexperienceswith symbolicrepresentationastheylearnandtransfsertheirunderstandingintoconventionalmathematicalnotation

Oncestudentsdeveloptheirownconstructsandprogresstotheabstractreasoningofusingconventionalsymbolicnotations,theywillbeaskedto apply their understanding through authentic, real-life learning engagements. These engagements allow for hands-on problem-solving, realistic situations, and student agency as they demonstrate their understanding in a variety of ways. This process allows for deep understanding and validationofthestudents'learningastheypresenttheirideas,receivefeedback,andreflectontheirlearning.

In3rdGrade,studentsconstructandtransfermeaningwhilepracticingandapplyingthefollowinglearneroutcomes/understandings:

Number:Ournumbersystemisalanguagefordescribingquantitiesandtherelationshipsbetweenquantities. Forexample,thevalueattributedtoadigitdependsonitsplacewithinabasesystem.

Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction,multiplication,anddivisionarerelatedtooneanotherandareusedtoprocessinformationinordertosolveproblems. Thedegreeofprecisionneededincalculatingdependsonhowtheresultwillbeused

Number Sense: An intuitive understanding of number

Interpret products of whole numbers, e.g., interpret 5×7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5×7

Interpret whole-number quotients of whole numbers, e.g., interpret 56÷8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 obects are partitioned into equal shares of 8 objects each

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities

Determine the unknown whole number in a multiplication or division equation relating three whole numbers

Use place value understanding to round whole numbers to the nearest 10 or 100

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction

Multiply one-digit whole numbers by multiples of 10 in the range 10–90

Understand a fraction as a number on the number line; represent fractions on a number line diagram

Represent a fraction on a number line diagram

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size

Understand two fractions as equivalent (equal) if theyare the same size, or the same point on a number line

Recognize and generate simple equivalent fractions

Explain why the fractions are equivalent, e.g., by using a visual fraction model

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparison valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols > , = , or < , and justify the conclusions

Use the language of fractions, for ex , numerator, denominator

Use the language of multiplication and division, for example, factor, multiple, product, quotient, prime, numbers, composite number

Read, write, compare, and order fractions

Read and write equivalent fractions

Use (fast) mental and written strategies for multiplication/division facts in real life situations

Describe mental and written strategies for multiplication

Number Operations: Mathematical processes

Apply properties of operations as strategies to multiply and divide

Understand division as an unknown-factor problem

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division

By the end of 3rd Grade, know from memory all products of two one-digit numbers

Model multiplication and divide of whole numbers

Model addition and subtraction of fractions with common or related denominators

Model addition and subtraction of decimals

Add and subtract decimals in real-life situations, including money

Pattern & Function: To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called "functions." This builds a foundation for the later study of algebra.

Pattern & Algebraic Thinking

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations

Understand the inverse relationship between multiplication and division

Understand the associative and commutative properties of multiplication

Identify a sequence of operations relating one set of numbers to another set

Use the properties and relationships of the four operations to solve problems

Data Handling: Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.

Organizing & Interpreting Information

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories Solve one-and two-step problems using information presented in scaled bar graphs

Generate measurement databy measuring lengths using rulers marked with halves and fourths of an inch

Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters collected, display and interpreted using simple graphs

Understand that scale can represent different quantities in graphs

Identify, read and interpret range and scale on graphs

Understand mode and identify the mode of a set of data

Understand that the purpose of a databases is to answer questions and solve problems

Identify the mode of a set of data

Select appropriate graph form(s) to display data

Measurement: To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be.

Measurement

Tell and write time to the nearest minute and measure time intervals in minutes Solve word problems involving addition and subtraction of time intervals in minutes

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters

Add, subtract, multiply, or divide tosolve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem

Understand, estimate and measure using standard units of measurement-perimeter, area, and mass

Use standard units of measurement to solve problems in real life situations involving perimeter, and area

Understand relationships between units, for example, mm, cm, m

Describe measures that fall between numbers on a measuring scale

Read and write digital and analogue time on a 12 hour/24 hour clock

Select appropriate tools and units of measurement

Use timelines in units of inquiry and other real-life situations

Shape & Space: The regions, paths, and boundaries of natural space can be described by shape. An understanding of the inter-relationships of shape allows us to interpret, understand, and appreciate our two-dimensional (2D) and three-dimensional (3D) world.

Geometry

Recognize area as an attribute of plane figures and understand concepts of area measurement

A square with side length 1 unit, called “ a unit square, ” is said to have “ one square unit” of area, and can be used to measure area

A plane figure which can becovered without gaps or overlaps by N unit squares is said to have an area of nsquare units

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units)

Relate area to the operations of multiplication and addition

Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning

Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b+c is the sum of a×b and a×c

Use area models to represent the distributive property in mathematical reasoning

Recognize area as additive

Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems

Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e g , quadrilaterals). Recognize rhombuses, rectangles,and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole

Understand, describe and model congruent or similar shapes

Understand the properties of regular and irregular polygons – sort, describe, and model

Understand, describe and model congruent or similar shapes

Describe and/or represent mental images of objects, patterns, and paths

Locate features on a grid using coordinates

Recognize and explain symmetrical patterns, including tessellations, in the environment

Understand that visualization of shape and space is a strategy for solving problems