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Curriculum Overview: Year: 2009 – 2010

Teacher: M. Cumberland
Date: September 3, 2009
Re: Long/Short Range Plans

Grade 1: Music
Term 1: · Music – demonstrate an understanding of the basic elements of music by identifying correctly specific sounds heard in the classroom (ear cleaning exercises)
· identify examples of beat in daily life and in music (heartbeat, bass drum)
· Identify rhythms in language, distinguish between beat and rhythm
· Identify varying pitches, dynamics
Term 2: · Music – create and perform musical compositions, applying their
knowledge of the elements of music and patterns of sound: produce certain sound effects using found materials, i.e. Foley Artistry
Term 3: · Music –communicate their thoughts and feelings about music they
hear using language and a variety of art forms and media
· recognize that mood can be created through music.

Grade 2: Music
Term 1: · Music – understand basic elements of music for this grade: identify examples of beat in students’ environment and in music, identify rhythmic patterns (patterns of syllables in nursery rhymes), beats, pitches, dynamics
· identify the four families of orchestral instruments (strings, woodwinds, brass and percussion)
· Drama – identify and use some key elements of drama and dance in exploring source materials- i.e. dancing to different forms of music;
Term 2: · Music – create short songs and instrumental pieces, using a variety of sound sources/musical compositions/produce special effect for a story or background (Foley Artistry)
· Drama - retell and communicate ideas from stories/plays through tableauxs;
Term 3: · Music –express their responses to music from a variety of cultures and historical periods
· recognize mood can be created through music: i.e Saints-Saëns – The Carnival Animals.

Grade 3: Music
Term 1: · Music – understand the basic elements of music through listening to, performing, and creating music: beat, rhythm, melodic contour, dynamics and tempo; recognize sounds and silence
· read and clap beats within musical structures;
· Drama – demonstrate a characters point of view through writing and speaking in role, and through use of body movement;
Term 2: · Music – identify the percussion instruments in the orchestral Family.
· Sing expressively, showing an awareness that changes in volume or speed can help convey the meaning of the text.
· or create a musical composition in which students apply their knowledge of the elements of music in voice or found instruments
· Drama – write and perform chants;
Term 3: · Music – identify the feeling that are evoked by a particular piece of music i.e. Peter & The Wolf
· explain, using appropriate musical terminology students’ particular preference for pieces of music

Grade 4: Music
Term 1: · Music – understand basic elements of music, notes, rests, treble clefs, time signatures;
· read and clap beats within musical structures;
· Drama – pantomimes, skits related to musical topics;
Term 2: · Music – identify lines and spaces, read musical notation and play instrument/sing;
· create and perform song(s) and/or accompaniment for a story;
· Drama - retell and communicate ideas from stories/plays;
Term 3: · Music – identify and classify instrument families;
· communicate thoughts and feelings about music (composition)
· explain, using appropriate musical terminology, their preference for specific songs or pieces of music.

Grade 5: Music
Term 1: · Music – understand basic elements of music for the grade: whole notes-notes, half-notes, quarter-notes, eighth-notes and corresponding rests; time in 4/4
· begin to sing and/or play and recognize major scales in music that they sing or play
· know families of woodwind, string, brass and percussion
· form: intro., verse, & chorus
Term 2: · Music – create an accompaniment for a story, poem or drama, using their knowledge of beat, rhythm, tone colour and melody
Term 3: · Music – describe how various elements of music are combined to create different moods, i.e. compare tempo and melody in “Hard days Night” and “Yesterday”.
· communicate thoughts and feelings about music the music they hear, using language and a variety of art forms (charcoal drawings, etc.)

Grade 6: Music
Term 1: · Music – understand basic elements of music for the grade: whole notes-notes, half-notes, quarter-notes, eighth-notes and corresponding rests; time in 4/4
· become familiar with the knowledge of sharps, flats and natural and key signatures appropriate for the grade
· begin to sing and/or play major scales in music that they sing or play
· identify simple structural form such as AABA
· Drama – demonstrate understanding of ways of sustaining the appropriate voice of character through language, gestures, and body movements;
Term 2: · Music – create an accompaniment for a story, poem or drama, using their knowledge of: tempo, dynamics, beat, rhythm, tone colour, melody and form AABA, ABA, ABAB
· create and perform a song based on a scene from from a story, poem or play
· Drama – create, rehearse and present drama and dance works to communicate meaning of poems and stories, etc.; create dances using steps and positions borrowed or of their own
Term 3: · Music – describe through listening, the main characteristics of pieces of music from Baroque and Classical Periods (Handel, Bach; Hayden, Mozart, Beethoven
· briefly describe and/or construct the use of an instrument from one of the four classes of instruments: wind, string, percussion (Brass –aerophones)

Grade 2: Health
Term 1: · identify healthy eating practices and use a decision-making model to make healthy food choices – a balanced diet, describe the importance of food to the body
· describe how germs are transmitted and how this relates to personal hygiene (tissue issues, washing hands)
Term 2 · describe parts of the human body, function of these parts, and behaviour that contributes to good health.
· identify the five senses and describe how each function
Term 3 · describe the use and abuse of substances and the differences between prescription and non-prescription medicinces
· describe healthy alternatives to drug use – fresh air, exercise

Grade 6: Health
Term 1: · describe the basic use of prevention and treatment skills to help themselves and others. Identify the and describe appropriate methods for preventing and treating ailments
Term 2 · identify the major parts of the reproductive system and their function and relate them to puberty; identify the use of cannabis
Term 3 · explain how body image and self-esteem influence eating practices

Grade 3: Physical Education
Term 1: · perform the basic movement skills required to participate in physical activities: locomtion/traveling (dodging, chasing; striking, hitting, balancing)
· travel in various ways, and dodge stationary objects or opponents
Term 2 · throw a ball overhead using two hands while stationary, to a large target or stationary partner
· catch objects of various sizes using two hands both above and below the waist
Term 3 · hit a slowly moving object using various parts of the body, directing it to a partner or large target
· balance in various positions, move bodies in various ways

Grade 3: Science and Technology
Term 1: · Structures and Mechanisms – Stability in structures and the function of specific mechanisms
· design and make structures that include mechanisms that can support a load and move a load
· describe ways that the strength of materials can be altered to increase their strength, increase the strength of a structure, describe
the effect of adding a strut to a wooden frame
Term 2: · Matter and Materials – Magnetic and charged materials, students will demonstrate an understanding of the properties of materials that can be magnetized or changed and of how materials are affected by magnets or static electric charges
· classify materials that are magnetic or non-magnetic
· learn that magnets have two poles
Term 3: · Life Systems – demonstrate an understanding of the similarities and differences in the physical characteristic of plant species and the changes that take place in different plants as they grow
· describe the way plants are important to other living things
· identify the major parts of plants (seeds, stems and pistils) and describe their basic function

Grade 4: Science and Technology
Term 1: · Matter and Materials – light and sound,
· understand that certain materials can transmit, reflect, or absorb light and/or sound;
· identify a variety of materials through which light and sound can travel;
· Energy and Control – Light and sound energy,
· investigate different ways of which light and sound are produced and transmitted and design devices that use these forms or energy;
Term 2: · Earth and Space Systems – rocks, minerals and erosion;
· understand the physical properties of rocks and minerals;
· investigate, test and compare the physical properties of rocks and minerals;
· examine uses of rocks and minerals in making consumer products;
Term 3: · Life Systems – Habitats and Communities;
· understand the concepts of habitat and community and identify factors that could affect habitats of plants and animals;
· investigate dependency of plants and animals on their habitat, life webs;
· Structures and Mechanisms – pulleys and gears;
· understand functions of pulleys and gears;
· design and make pulley and gear system;

Grade 4: Social Studies
Term 1: · Map and Globe Skills – Canada and World Connections;
· Canada’s provinces, territories, regions;
· name and locate on a map the provinces, territories and water bodies;
Term 2: · Canada and World Connections –
· Canada’s provinces, territories, regions- compare physical regions of Canada;
· determine influence of physical factors on economics and cultures;
· identify relationships that link regions in Canada;
Term 3: · Heritage and Citizenship – Mediaeval Times;
· identify and describe major features of daily life in mediaeval societies;
· compare aspects of life in mediaeval community with our community;
· describe how religion shaped mediaeval society;

Grade 4: Health and Physical Education
Term 1: · Healthy Living – safety, understanding strategies to deal with personal safety and injury prevention;
· Physical Education -
· 20 minutes of daily exercise as per Ministry Documents;
· movement skills, basic sending and receiving techniques;
· soccer, cross-country, fitness and strength exercises;
Term 2: · Healthy Living – healthy living, analyze food content, analyze practices that impact on healthy eating;
· Physical Education -
· 20 minutes of daily exercise as per Ministry Documents;
· volleyball skills, bumping, serving, scooter board handball, fitness and strength training;
Term 3: · Healthy Living – substance use and abuse, long and short term affects;
· decision making for healthy choices;
· growth and development, physical, emotional and personal changes associated with puberty;
· Physical Education -
· 20 minutes of daily exercise as per Ministry Documents;
· basketball skills, passing, dribbling, shooting;
· baseball skills;
 

Language Social Studies Gym The Arts
Curriculum Overview: Grade 4

Year: 2008 – 2009
Teacher: M. Cumberland
Date: September 29, 2008
Re: Long/Short Range Plans

Language:

Term 1: · Reading – read independently, short story book, novel study;

  • · Non-fiction – research skills: As per divisional SMART Goal, CASI #1 particularly summary.
  • · summarizing, main ideas, making connections, predicting, inferencing and questions;
  • · Writing – focus on grammar (possessive apostrophes, contractions, quotations, commas, nouns, simple verbs – past/present/future, adjectives, adverbs, subject/verb agreement), spelling, punctuation, paragraphs – topic sentence, body, conclusion (organization);
  • · descriptive paragraphs, survey, postcard, poems, letters
  • · conventions with voice, sentence fluency, word choice
  • · Oral and Visual Communication –express and respond to ideas, ask and answer questions on a variety of topics;
  • · Media Studies – newspaper articles- purpose, point of view and audience.
  • Term 2: · Reading – predicting and inferring - novel studies;

    · characters, plot, conflict; Divisional SMART Goal

    · Fiction, tall-tales unit, visualization, Seasonal Unit stories;

  • · Writing – Narratives, idea, voice, The writing process: revise, edit, proofread work, final copy, prepositions and conjunctions;
  • · Oral and Visual Communication – speeches, voice, gestures, ideas and organization, persuasive writing, formal letter, newspaper articles, procedural writing and narratives;
  • · Media Studies – poster, Free Willey Media, The Great Panda Adventure, communication through musical and visual arts musical, radio play;
  • Term 3 · Reading – novel study, newspaper/letter writing unit, media,

    Divisional SMART Goal;

    · Persuasive writing through letters, voice, procedural writing;

    · Writing – produce a variety of types of media – short story, plot development and editing;

  • · rules and game instructions, opinion paragraphs.
  • · Oral and Visual Communication analyze and assess media, explore media influence.
  • · Media Studies – creative synthesis unit to musical creation unit.

    Curriculum Overview: Grade 3

    Year: 2008 – 2009
    Teacher: M. Cumberland
    Date: September 29, 2008

    Re: Long/Short Range Plans

    Language:

    Term 1: · Reading – read and demonstrate and understanding of a variety of

  • literary, graphic, and informational text, using a range of strategies;
  • · Non-fiction – research skills: Divisional SMART Goal; summary
  • · summarizing, main ideas, making connections, predicting, inferencing and questions;
  • · Writing – generate, gather and organize ideas and information to write for an intended purpose and audience;
  • · Write short texts using a variety of forms, D.I. with Social Studies reporting a comparison of urban and rural communities;
  • · determine whether the ideas and supporting details into units that could be used to develop a short, simple paragraph;
  • · Oral and Visual Communication – listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
  • · demonstrate an understanding of appropriate understanding of appropriate listening behavior by using listening strategies in order to listen and contribute meaningfully.
  • Term 2: · Reading – recognize a variety of text forms, text features, and Stylistic elements and demonstrate how they help communicate meaning; Divisional SMART Goal

    · fables, traditional aboriginal stories, poetry, and chapter books;

    · Writing – Narratives, idea, voice, and the writing process: revise, edit, proofread work, final copy, prepositions and conjunctions;

    · Oral and Visual Communication use speaking skills and strategies to communicate with different audiences for a variety of purposes;

    · communicate orally in a clear, coherent manner, presenting ideas, opinions and information in a logical sequence;

    Term 3 · Reading – use knowledge of words and cueing systems to read fluently; Divisional SMART Goal

  • · choose reading materials appropriate for their purpose, comic books, adventure stories, etc.;
  • · make inferences about texts about texts using stated and implied ideas from the texts as evidence;
  • · Writing – draft and revise their work, using a variety of informational, literary and graphic forms and stylistic elements appropriate for purpose and audience;
  • · identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph;
  • · establish a personal voice in their writing;
  • · spell familiar words correctly
  • · Oral and Visual Communication reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situation;
  • · identify some non-verbal cues, including facial expressions, gestures and eye contact, and use them in oral communication.
  •  

     

    Curriculum Overview: Grade 4

    Year: 2008 – 2009
    Teacher: M. Cumberland
    Date: September 29, 2008
    Re: Long/Short Range Plans

    Social Studies

    Term 1: · Map and Globe SkillsCanada and World Connections;

    · Canada’s provinces, territories, regions;

  • · name and locate on a map the provinces, territories and water bodies;
  • Term 2: · Canada and World Connections

  • · Canada’s physical regions of Canada – comparison & interconnectedness;
  • · determine influence of physical factors on economics and cultures;
  • · identify relationships that link regions in Canada;
  • Term 3: · Heritage and Citizenship – Mediaeval Times;

  • · identify and describe major features of daily life in mediaeval societies;
  • · compare aspects of life in mediaeval community with our community;
  • · describe how religion shaped mediaeval society;

    Curriculum Overview: Grade 3

    Social Studies

    Term 1: · Urban and Rural CommunitiesCanada and Connections;

  • · Demonstrate and ability to make connections within Canada and various links used to transfer good and information, connections made with D.I. in reading and writing;
  • · name and locate on a map the regions in Ontario: Hudson Bay Lowlands, St. Lawrence Lowlands, and the Canadian Shield
  • Term 2: · Canada and Connections

  • determine influence of physical factors on economics and cultures;
  •  identify relationships that link local and other Ontario regions in Canada;
  • demonstrate the characteristics of urban and rural communities through observations using pictorial, graphic comparisons;
  • Begin Pioneers Unit – identify the contributions of Aboriginal peoples to early settlement;
  • Describe changes that have occurred in their communities since the time of the early settlers.
  • Term 3: · Heritage and Citizenship – Pioneers;

  •  be able to demonstrate and identify and describe major features of daily life in pioneer societies;
  • compare aspects of life in Canadian pioneer community with our community.
  •  

    Curriculum Overview: Grade 4

    Year: 2008 – 2009
    Teacher: M. Cumberland
    Date: September 29, 2008
    Re: Long/Short Range Plans

    Physical Education

    Term 1: · 20 minutes of daily exercise as per Ministry Documents;

    · movement skills, basic sending and receiving techniques;

    · soccer, cross-country, fitness and strength exercises;

    Term 2:

    · Physical Education -

    · 20 minutes of daily exercise as per Ministry Documents;

    · volleyball skills, bumping, serving, scooter board handball, fitness and strength training;

    Term 3:

    · Physical Education -

    · 20 minutes of daily exercise as per Ministry Documents;

    · basketball skills, passing, dribbling, shooting;

    · baseball skills;

    Curriculum Overview: Grade 3

    Physical Education

    Term 1: · 20 minutes of daily exercise as per Ministry Documents;

    · movement skills, basic sending and receiving techniques;

    · soccer, cross-country, fitness and strength exercises;

    Term 2:

    · Physical Education -

    · 20 minutes of daily exercise as per Ministry Documents;

    · volleyball skills, bumping, serving, scooter board handball, fitness and strength training;

    Term 3:

    · Physical Education -

    · 20 minutes of daily exercise as per Ministry Documents;

    · basketball skills, passing, dribbling, shooting;

    · baseball skills;

     

     

    Curriculum Overview: Grade 4

    Year: 2008 – 2009
    Teacher: M. Cumberland
    Date: September 29, 2008
    Re: Long/Short Range Plans

    The Arts

    Term 1: · Music – understand basic elements of music, notes, rests, treble clefs, time signatures;

    · read and clap beats within musical structures;

    · Drama – pantomimes, skits related to musical topics;

    Term 2: · Music – identify lines and spaces, read musical notation and play instrument/sing;

    · create and perform song(s) and/or accompaniment;

    · Drama - retell and communicate ideas from stories/plays;

    Term 3: · Music – identify and classify instrument families;

    · communicate thoughts and feelings about music (composition)

    · describe how music creates mood;

    · Drama – role playing, perform group presentation for health/music/art/reading/radio play/game show;

    Curriculum Overview: Grade 3

    The Arts

    Term 1: · Music – understand basic elements of music, notes, rests, treble clefs, time signatures;

    · read and clap beats within musical structures;

    · Drama – pantomimes, skits related to musical topics;

    Term 2: · Music – identify lines and spaces, read musical notation and play instrument/sing;

    · create and perform song(s) and/or accompaniment;

    · Drama - retell and communicate ideas from stories/plays;

    Term 3: · Music – identify and classify instrument families;

    · communicate thoughts and feelings about music (composition)

    · describe how music creates mood;

    · Drama – role playing, perform group presentation for health/music/art/reading/radio play/game show;

     

     

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