Making History More than Memorizing Dates
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Le téléchargement nécessite un accès à la bibliothèque YouScribe Tout savoir sur nos offres
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Le téléchargement nécessite un accès à la bibliothèque YouScribe Tout savoir sur nos offres
- fiche de synthèse - matière potentielle : section
- exposé - matière potentielle : description
- cours - matière potentielle : background
- cours - matière : history
- leçon - matière potentielle : in social studies
- leçon - matière potentielle : guides
- leçon - matière potentielle : strategies
- students with time for questions
- assess student understanding of the content
- guide students through expectations
- strategy to access
- comprehension questions
- reading
- history
- student
- students
- content
GRADE
DEAR IPAREn If we tell you the IST curriculum is constructivist, inquiry-based and concept-driven, some of you may wonder what we are talking about. To help simplify things, we have created this pamphlet outlining the key learning outcomes for our students in Grade 4 with respect to language (see page 2) and math (see below). In addition, this pamphlet summarizes the central idea, lines of inquiry and key concepts for six units of inquiry conducted during Grade 4 (see pages three and four). Our units of inquiry are in-depth investigations into important ideas and each unit normally lasts for several weeks.
In general, the learning outcomes provided highlight elements of the Grade 4 language and math curricula and do not represent a comprehensive list of all Grade 4 learning outcomes for all areas. Units of inquiry are subject to change and classroom teachers will inform you of any changes as the year progresses.
We hope this pamphlet helps guide you as a parent through Grade 4. In case you have further questions, just ask your child’s teacher for clarification.
MA H- KELEARnInG OOME
n mberaNd nmber sems • Finds pairs of factors for any number up to 100. • Estimates simple proportions. • Knows what each digit represents in a five digit number. • Reads and writes the vocabulary of estimation and approximation. • Recognizes the difference between a decimal and a fraction. • Orders and compares decimals with the same number of decimal places. • Understands equivalence of fractions, decimals and mixed numbers. • Recalls division number facts: 2s, 10s, 5s, 1s, 0s, 9s. • Begins to know: 3s, 6s, 4s, 8s, 7s. • Begins to use brackets.
Meas remeN • Begins to read and write time using 24 hour clock. • Measures and draws lines to the nearest mm accurately. • Reads, records, and estimates readings from scales with some accuracy. • Uses decimal notation in measurement. • Makes estimated conversion from metric to imperial units. • Develops procedures to find weight and mass. • Measures and constructs angles using a protractor. • Finds area and perimeter.
ha eaNd ae • Recognizes horizontal, vertical, parallel and perpendicular lines. • Understands and uses cardinal directions. • Reads and plots coordinates. • Uses reflective symmetry in regular polygons.
HaNdliNg Da a • Begins to create a database to organize information. • When presented with a set of data, selects an appropriate form of graphing. • Generalizes information from various types of graphs.
F NioN aNd PaerN • Begins to use letters to represent unknown numbers in equations. • Begins to understand prime numbers. • Solves word problems using a variety of mental strategies and operations.
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LAnG AGE- KELEARnInG OOME
ReadiNg • Reads challenging children’s literature. • Selects, reads, and finishes a wide variety of genres with guidance. • Begins to develop strategies and criteria for selecting reading materials. • Reads aloud with fluency, expression, and confidence. • Reads silently for extended periods (30-40 min.). • Begins to use resources (e.g., encyclopedias, articles, Internet, and nonfiction texts) to locate information. • Gathers information using the table of contents, captions, glossary, and index (text organizers) independently. • Begins to use resources (e.g., dictionary and thesaurus) to increase vocabulary in different subject areas. • Begins to discuss literature with reference to setting, plot, characters, and theme (literary elements), and author’s craft. • Generates thoughtful oral and written responses in small group literature discussions with guidance. • Begins to use new vocabulary in different subjects and in oral and written response to literature. • Begins to gain deeper meaning by “reading between the lines.” • Begins to set goals and identifies strategies to improve reading.
ri iNg • Begins to write organized fiction and nonfiction (e.g., reports, letters, biographies, and autobiographies). • Develops stories with plots that include problems and solutions with guidance. • Creates characters in stories with guidance. • Writes poetry using carefully chosen language. • Begins to experiment with sentence length and complex sentence structure. • Varies leads and endings with guidance. • Uses description, details, and similes with guidance. • Uses dialogue with guidance. • Uses a range of strategies for planning writing. • Adapts writing for purpose and audience with guidance. • Revises for specific writing traits (e.g., ideas, organization, word choice, sentence fluency, voice, and conventions) with guidance. • Incorporates suggestions from others about own writing with guidance. • Edits for punctuation, spelling, and grammar with greater precision. • Uses tools (e.g., dictionaries, word lists, and spell checkers) to edit with guidance. • Develops criteria for effective writing in different genres with guidance.
eakiNgaNd Lis eNiNg • Understands the difference and purpose between formal and informal language both for spoken and written English. • Develops an awareness of a ‘good’ question through discussion of the different types of questions. • Develops presentation skills. • Offers reason and evidence to support opinions. • Follows clearly sequenced spoken instructions to perform specific tasks and answer questions.
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GRADE nIOF InqIR OER IE
raNs-dis iliNar hemes
HO EARE
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.
HERE EARE InIME AnD PLAE
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
HO EE PRE O REL E
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.
nI ILE Children’s Rights and Dis o eriesof ANieN EgRefle ioNs Res oNsibiliies eN ralLike all humans, children have rightsAncient civilizations have left anrough images people share Ideaimpact on the modern world.and responsibilities and we need totheir view of the world with understand why some children’s rightsthe intention of conveying are not always met.information or appreciation of the subject. LiNes of• erights and responsibilities of a ll •How the discoveries and practices• Interpreting art IN irchildrenfrom Ancient civilizations• Usinglight and shadow to alter • edifference between a right andchanged to leave us withperspective a responsibility and their relationshipequivalents today• Conveying a message using color to one another• Science in art• e connection between modern • Differentperspectives on children’slife and ancient life rightsrelevance of studying past• e civilizations Ke Form, Responsibility, PerspectiveChange, Causation, ConnectionFunction, Function/Perspective, oN esConnection Rela ed Roles, Rights, Justice, FreedomChronology, Continuity, SocialTechnology, Energy, Perception oN estructure raNs-Communication: discussioninking: acquisition ofCommunication: non-verbal dis iliNarSocial: respecting othersknowledgeinking: analysis, evaluation killsSelf-management: spatialCommunicating: speaking/ presenting awareness Research: all
Profile & inker, Communicator,Inquirer, Knowledgeable, Open-Risk-taker, Inquirer, A ideminded, ReflectiveCommunicator, Reflective,Knowledgeable, Open-minded, Appreciative, Empathetic, Respectful,Appreciative, Enthusiastic Accepting aNdards IISoc1a - Issues involving the rights,IISoc1b - How governmentalIISci21c - Light travels in a straight roles and status of individuals inmechanisms meet the needs andline, it is either reflected, refracted relation to the general welfare.wants of individuals and society.or absorbed. IISoc1f – Ways people can workIISoc3d - e various forms ofIISoc7c - Cause and effect, and together to promote the values andinstitutions and how people inmultiple causation (knowledge principles of a nation.those organizations interact.of stories about past helps us IISoc1h – e means by whichIISoc7a - People in differentunderstand the past). students/citizens can promote changetimes and places view the worldIISoc9a - Examples in which and influence through their actions.differently and why they held thesescience and technology have IISoc2e - e relationships betweenviews. changedthe lives of people. the locations of resources and patternsIISoc7d - Primary and secondaryIISoc 9c - Instances in which of population distribution.sources for reconstructing the past.changes in values, beliefs, and IISoc6c - e relationships andIISoc9a - Examples in whichattitudes have resulted from tensions between personal wants andscience and technology havenew scientific and technological needs and various global concerns.changed the lives of people.knowledge.
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GRADE nIOF InqIR OER IEoN iNed HO HEORLD ORKHO EORGAnI EHARInG HEPLAnE O REL E raNs-An inquiry into the natural world An inquiry into the interconnectednessAn inquiry into rights and dis iliNarin the struggle toand its laws; the interaction betweenof human-made systems and responsibilities hemesshare finite resources with othercommunities; the structure andthe natural world (physical and biological) and human societies; howfunction of organizations; societalpeople and with other living things; humans use their understanding ofdecision-making; economic activitiescommunities and the relationships scientific principles; the impact ofand their impact on humankind andwithin and between them; access scientific and technological advancesthe environment.to equal opportunities; peace and on society and on the environment.conflict resolution. nI ILE A hok orho kiNg!Karib NiaN aNiar i alNder Pressre eN rale sources and transformations of People settle in different regions forSome plant, animal and human Ideaelectricity, as a form of energy, havedifferent reasons, which influencecommunities have adapted to significance on our lives, now and intheir opportunities.share parts of the planet that have the future.extreme climates.
LiNes of IN ir
• Electricity and its uses • Different sources of electricity • eimpact of different sources of electricity on the environment
• ephysical features and natural resources of Tanzania • Humanopportunity in relation to geographical features • Human migration
• echaracteristics of regions with extreme climates • Climate • Adapting to harsh climates
Ke Function, Change and Connection,Form, Connection, ChangeForm, Causation, Function, oN esResponsibility Change Rela ed Energy, Invention, Attraction/Geography, Development, NaturalAdaptation, Availability of oN eEconomics ResourcesRepulsion Resources, raNs-Self-Management: time management,Research skills: note taking,Research skills: gathering dis iliNarinformationplanning, collecting, recording datainformed choices killsinkers: application, synthesisinking skills: synthesis, evaluationSelf management skills: organization, time management Communication skills Profile &Knowledgeable, Inquirer,inker, Knowledgeable, Curios Inquirer,Communicator, A ideCommunicator, Cooperative,Knowledgeable, Risk-taker Appreciative, Enthusiastic aNdardsIISoc2a - Charac teristics, locations,IISoc2a - Characteristics, locations,IISci3a - e behavior of individual and uses of renewable and non-and uses of renewable and non-organisms is influenced by internal renewable resources.renewable resources.cues (e.g. hunger) and external cues IISoc9b - e ways that technologyIISoc2b - e difference between(e.g. perspiration) and humans can have both positive and negativehuman, natural, and capital resources.and other organisms have senses effects on the environment.that help them to detect these cues.IISoc2e - e relationships between IISci18c - e relationship of the sunthe locations of resources and patternsIISci3b - Organisms’ patterns of and fossil fuels (coal, oil).of population distribution.behavior are related to the nature IISci18d - e various means ofIISoc2f - How trade affects the wayof that organism’s environment. energy conservation and their impactpeople earn their living in regions ofIISci3g - Changes in an organism’s on the environment and society.the world.habitat are sometimes beneficial IISci20b - e organization ofIISoc8a - e basic elements of mapsand sometimes harmful to the electricity in circuits can produceand globes.organism. light, heat, sound and magneticIISoc8c - e spatial organizationIISci6a - Definition of the term effects.endangered, with examples ofof places through such concepts as IISci20c - How electrical currents andlocation, distance, direction, scale,endangered organisms, and magnets can exert force on each other.movement and region.reasons why some organisms are IISoc8e - Causes of human migration.endangered.
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