Warrington School/Curriculum/Term Three 2010
- 1 Room One - term three themes
- 1.1 and along came GoogleDocs
- 1.2 In The Early World - Pottery Unit
- 1.3 Geometry
- 1.4 Science Fair
- 1.5 Maori
Room One - term three themes
and along came GoogleDocs
- In pairs with similar ages:
- Each pupil has used the collaborative approach from progressive education to find a science fair buddy
- They also viewed the smarts to look for people with compatible skills
- Science Fair Assessment Checklist
- Either in pairs or individually:
- Each pupil has investigated an aspect of Mongolia and asked their own big question with smaller questions of interest
- They have presented a speech on their Mongolian investigation to the class with a suitable prop
- Mongolian Speech Project Assessment Checklist
- Develop an awareness and knowledge of Maori culture, through history, legends, art forms, music, games, and protocols
- Know about events of the past and how they affect and influence the present and future of the Maori people
Share and Maori myths and legends Respond to sharing
Theme: 'Somewhere else in the World'
Applying philosophy and activities from Blooms Taxonomy with be inherent within the classroom programme over curriculum topics.
Reading:developing processes and strategies at individual level within Level 2. Focus on reading aloud, fluently and confidently - picture books to juniors; plays. Book reviews and critiques
Writing:developing processes and strategies at individual level with Level 2. Focus on writing instructions (recipes), personal expression writing (journal), retelling known stories (folk tales from Egypt and Niue).
Speaking/Listening:Sharing with small groups and whole class. Extension group: presenting radio show.
Presenting/Viewing: book reviews, menus, cartoon/picture sequece of folk tale
Maths:Multiplication and Division, Fractions, Geometry (Shape, Position and Orientation)
- understand how cultural practices reflect and express people's customs, traditions, and values
- understand how places influence people and people influence places
Focus on investigating Egypt and Niue
Technological products: Understand that there is a relationship between a material used and its performance properties in a technological product.
Focus on investigating papyrus and tapa cloth
Living World: Recognise that there are lots of different living things in the world and that they can be grouped in different ways
Focus on animals that are found in countries around the world and group them into what makes them mammals, reptiles, birds, insects
Drama:Developing practical knowledge: explore and use elements of drama for different purposes
Focus: developing play with reading group to present to school at end of term
Dance:Developing practical knowledge: explore and identify through movement, the dance elements of body, space, time, energy, and relationships.
Focus: developing dance to show folk tales studied from Egypt and Niue, along with music from these countries
Music:Developing ideas: improvise, explore and express musical ideas, drawing on personal experience, listening and imagination.
Focus: investigate drums to make music. Listen to and sing songs from Egypt and Niue
Understanding the Arts in context: share ideas about how and why their own and others' work are made and purpose,value and context.
Communicating and Interpreting: share the ideas, feelings, and stories communicated by their own and others' objects and images.
Focus: studying artworks and artifacts from Egypt and Niue and using their own interpretations to produce own art works
Health and PE:
Personal Health and Physical Development: experience creative, regualand enjoyable physical activities and describe the benefits to wellbeing
Movement concepts and motor skills: practise movement skills and demonstrate the ability to link them in order to perfrom movement sequences.
: develop and apply rules and practices in games and activities to promote fair, safe, and culturally appropriate participation for all
Focus: Fitness: cross country training. Large ball skills - rippa rugby, netball. Develop own activity to teach a new game to junior class using large balls.
Theme for Term 3 - "New Zealand and "Kiwiana"
Main focis for the junior room will be Reading, Writing and Numeracy
Social Sciences - (Level 1)
- Understand how the past is important to people
- Understand how places in New Zealand are significant for individuals and groups
- Understand how the cultures of people in New Zealand are expressed in their daily lives.
Other Areas of Learning:
Music - Sound Arts - (Level 1)
- Explore and share ideas about music from a range of sound environments and recognise that music serves a variety of purposes and functions in their lives and in their community.
The focus for Sound Arts will be New Zealand Songs e.g.'Pokare kare Ana'. 'Cheddar Cheesedale Song' - A blast from the past! 'Loyal', Dave Dobbyn (1988) 'Counting the beat',) 'Six months in a leaky boat', Tim Finn (Split Enz, 1982) and of course the National Anthem (Looking closely at the words and think about what they really mean?)
Developing Practical Knowledge - (Level 1)
Explore and identify, through movement, the dance elementsof body, space, time, energy, and relationships.
Communication and Interpreting - (Level 1)
- Share dance movement through informal presentation and identify the use of the elements of dance.
Many people associate immediately this powerful challenging "dance" with New Zealand. A haka is a challenge to the opposing tribe who may have responded in a similar way. The boys from room 3 will learn and perform this powerful dance to the whole school. Rua Puke and Mr Parker will assist in learning this dance during Maori Lessons. Boys from the class will learn and perform the "Haka" to the whole school on completion, with an understanding of the importance of passion and power. The girls will be in support of the boys.
Visual Arts (Level 1)
Developing Ideas - Students will:
- Investigate visual ideas in response to a variety of motivations, observation, and imagination
Developing Practical Knowledge - Students will:
- Explore a variety of materials and tools and discover elements and selected principals
English - Present and talk about features of a Poster and Postcard that the individual has designed, related to "Kiwiana"
Processes and Strategies -( Level 1)
- Acquire and begin to use sources of infromation, processes, and strategies to identify, form, and express ideas.
- has an awareness of the connections between oral, wrtten, and visual language when creating text.
- creates texts by using meaning, structures, visual and prapho-phonic sources of infromation, prior knowledge, and some processing strategies with some. confidence.
- seeks feedback and makes changes to texts.
- begins to monitor, self-evaluate, and describe progress.
Reading: Reading – Close
Develop a love of reading and respect for books
ACHIEVEMENT OBJECTIVE – Level One
Respond to language and meaning in text
- using language, symbols, and texts
- managing self
- relating to others
- participating and contributing
- Holds the book the right way, reads from front to back, L to R
- Can indicate the beginning and ends of sentences
- Can match l:1
- Can distinguish between words and letters
- Knows all letter names and sounds including blends
- Able to recall large bank of high-frequency words
- Uses alphabet knowledge effectively as one strategy for working out unknown words
- Uses prior knowledge of context and personal experience to make meaning
- Uses prior knowledge of language structure to make sense of the text
- Focuses on meaning as well as on reading words accurately
- Self monitors and self-corrects by cross-checking cue systems
- Retells with appropriate sequence and recall of key words/ideas
- Independently select books from the class library and picture book section of library and read for enjoyment
- Read aloud familiar texts independently
INDEPENDENT LEARNING ACTIVITIES
- Browse boxes
- Library corner
- Big Books
- Independent writing activities
- Alphabet books
- Listening Activities
- Worksheet activities
- Reading around the room
- Sequence stories
- Guided text activity and library visits etc ...
Observation recorded during Running Records and Guided Reading sessions (in addition through reading activities and worksheets
Purpose of the audiences (Level 1)
- Recognise how to shape texts for a purpose and an audience(Level 1)
- Constructs texts that demonstrate some awareness of purpose and audience throughappropriate choice of content.
- Expects the texts they create to be understood, responded to, and appreciated by others.
- Is developing and conveying personal voice where appropriate
Ideas (Level 1)
- Form and express ideas on a range of topics.
- Forms and expresses simple ideas and infromation, usually darwing from personal experience and knowledge.
- Begins to support ideas with some detail
Language features (Level 1)
- Use language features, showing some recognition of their effects.
- Uses a range of high-frequency, topic-specific, and personal content words to create meaning.
- Spells some common spelling patterns.
- Begins to use some strategiesto self-correct and monitor spelling.
- Writes most letters and number forms legibly when creating texts.
- Begins to gain control of text conventions, such as: capital letters and full stops; some basic grammatical conventions; volume, clarity, and tone; and simple symbols.
structure (Level 1)
- Organise texts, using simple structures (Level 1)
- uses knowledge of word and sentence order to communicate meaning in simple text.
- begins to sequence ideas and information.
- Uses simple sentences with some variation in beginnings.
- May attempt compound and complex sentences
- Group and class discussion
- Peer assessment
- Self evaluation
- Teacher observation and evaluation
- Presentation in front of class and whole school at assembly
Health and Physical Education
If the National Team of the "All Blacks" lose a game then some people seem to experience real deep disappointment. In a nation where sport has a high profil, the new professional era continues to raise new celebrities. Name such as Dan Carter, Richie McCaw, Ma'a Nonu and Mils Muliaina have become bankable items like other sports stars around the world. Is the emphasis placed on winning for our national teams seem right when balanced with the fact that most Kiwis are getting even less excercise than they used to? Room 3 will focus on large ball skills this term through Rugby and Netball. The emphasis will be on "Kiwiana" and active participation.
- Teacher observation - demonstrate correct ball handling skills
- peer assessment
- self assessment
This particular sport is for women and girls and has a high profile in New Zealand. The symbol for the New Zealand team is the Silver Fern. Another popular version is the fast paced indoor netball that both women/girls and men/boys play. The teacher will ask students what they know about netball. In small groups, students will brainstorm their ideas and then share with the whole class. During this unit, students will learn large ball skills through using the correct throwing procedure, catching, bounce pass. Students will learn basic structural positions and movement.
Personal Health and Physical Development (Level 1)
Regular physical activity
- Participate in creative and regular physical activities and identify enjoyable experiences
Movement Concepts and Motor Skills
Positive attitudes; Challenges and social and cultural factors
- Particiape in a range of games and activities and identify the factors that make prticipation safe and enjoyable
Relationships with Other People
Identify, sensitivity, and respect
- Demonstrate respect through sharing and co-operation in groups.
- Teacher observation of skills that are taught
- Self and peer assessment
- Game situation
Number and Algebra will be done during the first seven weeks of the term and the remainder of the term will be focused on Geometry and measurement.
- Use a range of counting, grouping, and equal-sharing stratiegies with whole numbers and fractions.
- Use simple additive strategies with whole number and fractions
- Generalise that the next counting number gives the result of adding one object to a set and that counting the number of objects in a set tells how many.
- Create and continue sequential patterns
- Know forward and backward counting sequence with whole numbers to at least 1000.
- Know the basic addition and subtraction facts
- Know how many ones, tens, and hundreds are in whole numbers to at least 1000.
- Know simple fractions in everyday use.
Equations and expressions
- Communicate and interpret simple additive strategies, using words, diagrams (pictures), and symbols.
Patterns and relationships
- Generalise that whole numbers can be partitioned in many ways.
- Find rules for the next member in a sequential pattern.