1819 Grade 3 – How we organize ourselves (16 October – 23 November)

Transdisciplinary Theme: How we organize 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:

Economic activity relies on systems of production, exchange, and consumption of goods and services.

Concepts:

Function, Connection, Responsibility.

Related Concepts:

Supply and demand, inequity, fair trade.

Lines of inquiry:

  •         The role of supply and demand.
  •         The effect of globalization on the marketplace.
  •         Our responsibility as consumers.

 

Mathematics

Data Presentation (Bar Graph)

  1. Reads and interprets data presented in bar graphs forms.
  2. Reads bar graphs with scale.
  3. Creates a bar graph from given data.
  4. Present data from a survey by using a bar graph.

Time

  1. Reads and writes time to 1 minute.
  2. Uses the term ‘past’ and ‘to’, to indicate a time.
  3. Uses a.m. and p.m. to indicate the 12-hour clock system.
  4. Reads and draws time in the 24-hour clock.
  5. Uses second as a unit to measure a short time of interval or duration.
  6. Relates between units of time: hours and minutes, minutes and second.
  7. Solves problems which require addition or subtraction of time.
  8. Finds time interval or duration of activities.
  9. Finds starting or ending time of activities.

 

Bahasa dan Sastra Indonesia(BSI)

Mendengar dan Berbicara:

Menceritakan kembali isi wacana.

Membaca:

Membaca nyaring dengan lafal dan intonasi yang tepat.

Menulis:

Menulis kalimat sederhana dengan menggunakan kosa kata baru.

Presentasi:

Mandarin

Listening and Speaking:

  • Listen attentively and speak appropriately about food.
  • Listen attentively and speak appropriately about food with correct pronunciation and tones.

Reading:

  • Read word and sentences about food in Hanyu pinyin with correct pronunciation and tone.
  • Read Chinese radical with correct pronunciation and tone.
  • Read Chinese characters with correct pronunciation and tone.

Writing:

  • Can write Hanyu pinyin about food.
  • Can write the Chinese character.

Related Concepts: Supply and demand trade.

WALT: We learn about Food.

WILF :

  • Able to describe food in mandarin with correct pronunciation and tone.
  • Able to read Hanyu pinyin and Chinese characters about food.
Able to write Hanyu pinyin and Chinese characters about food.

 

ICT

creates a commercial flyer (pic collage).

WALT: creates a commercial flyer.

WILF:

  1. Cite resources.
  2. Composition.
  3. Colour combination.
  4. Add a grid.
  5. Insert and format pictures.
  6. Add and format text.

 

Visual Arts (V.A)

Creating :

Make the connection between the ideas they are exploring in their artwork and those explored by the artist through time, place and cultures.

 Responding :

Enjoy experiencing artworks.

 Central idea: Economic activity.

Skills: Painting pointillism.

 WALT :

Making pointillism painting with theme marketplace (note; pointillism is one of the techniques artists use to create artwork and earn money from).

 WILF :

Drawing the marketplace ___ students can draw anything.

Painting it pointillist style.

 Note: The picture can be anything as long as it is using the pointillism technique.

 

English

Listening and Speaking:

  • Listen attentively and speak appropriately in small and large group interactions.
  • Use language for a variety of personal purposes.
  • Speaks appropriate language based on purpose, audience, and context.
  • Use grammatical rules according to the language of instruction.
  • Use appropriate language for different purposes (to express/ to explain/ to inquire).
  • Use specific vocabulary to suit different purposes.

Reading:

  • Read texts at an appropriate level independently, confidently and with good understanding.
  • Understand that stories have a plot, identify the main idea, discuss and outline the sequence of events leading to the final outcome.
  • Realize that there is a difference between fiction and non-fiction and use books for particular purposes.
  • Begin to use reference books, dictionaries, and computer and web-based. applications with increasing independence and responsibility.

WALT: To investigate and write a report on real-life entrepreneurs.

WILF: I can:

  • Do research on my choice of the business/entrepreneur.
  • Record and present my research.

Writing:

  • Work Cooperatively with a partner to discuss and improve each other’s work, with teacher guidance.
  • Apply the steps of the writing process.
  • Write independently and with confidence, developing a personal voice as a writer.
  • Use graphic organizers to plan writing, (e.g., Mind Map, storyboards).
  • Write legibly and in a consistent style.
  • Use a dictionary, a thesaurus, and word bank to extend their use of language.

Text Type: writing a report.

 

Performing Arts (P.A)

Creating: Deliver a musical message to different audiences (for example, peace message to parents, kindergarten children, friends).

Express themselves as individuals through musical composition.

Express themselves as individuals through musical composition.

Read music using a non-traditional notation.

Create and record a composition focusing on form and structure to give more meaning to their message.

Create a musical composition expressing their own ideas and feelings on a social issue.

Responding:

  • Sing with accuracy and control focusing awareness on the musical elements.

Create and perform a movement sequence accompanied by music that they have created.

  • Create and perform a movement sequence using the music that they have created.

 

  • Share and compare their experiences as audience members at various performances

Reflect on how their music expresses their personal voice and the impact it has on other music that they have created.

WALT:

Students are going to learn how to play pianica.

WILF:

Students know how to play C major scale in pianica.

Students can play a song with pianica.

 

P.E.

Active Living & Interactions:

Basic Badminton.

Key Concept: Connection, Responsibility.

WALT: Students will learn how to play badminton.

WILF:

  • Students will learn how to do a short serve.
  • Students will learn how to do a long serve.
  • Students will learn about the basic rules of badminton.

Movement Composition:

  • Interpret and answer movement tasks in their own way, and at their own level, on the floor or using apparatus.

Games:

  • Participate in simple lead-­‐up games.
  • Practice the skills in some recognized sports, for example, invasion games, fielding, and striking, net games etc.
  • Begin to develop their own games and related activities.

Health-Related Fitness:

  • Recognize physical changes that occur to their bodies when exercising
  • Identify and recognize the elements and the benefits of a healthy lifestyle ( rest, well-­balanced nutrition, exercise etc)

 

 

 

 

 

 

 

 

 

 

                

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