Assignment+1

Selection of Curriculum Area, Grade Level, and Rationale ﻿ ﻿  LIBE 463 Selection of Curriculum Area, Grade Level, and Rationale Grade Level: 3 Subject Area: Science [] Students will: - classify several types of familiar plants and explain the sorting method, with teacher support - accurately illustrate the life cycle of a flowering plant - identify characteristics that remain constant and those that change throughout the life cycle of a flowering plant - conduct experiments to compare conditions needed for healthy plant growth (e.g., water, light, soil) - ** describe ways in which plants are important to other living things and the environment  ** -   Students will: - identify the needs of common plants and animals, and provide a detailed description as to how they meet those needs - illustrate ways that plants and animals depend on each other, using drawings, graphs, charts, and/or Venn diagrams - prepare a detailed report on ways plants are important to the environment, giving examples - ** describe how plants are harvested and used throughout the seasons  ** Students will: - identify and illustrate different methods of harvesting (e.g., mechanized, by hand   - research and report on how B.C. Aboriginal peoples use plants for food, medicine, and products    - **  describe shapes that are part of natural and human-built structures (e.g., domes, arches, pyramids)  **  Students will:   - identify domes, triangles, arches, pyramids, cylinders in natural and human-built structures    - illustrate local structures using detailed diagrams and accurately sort their characteristics (e.g., shapes, components)    - **  compare the effects of different materials, shapes, and forces on the strength and stability of different structures  **  Students will:   - describe and demonstrate construction techniques (e.g., joint construction, strengthening, and stabilizing) using given materials    - conduct a variety of experiments to test and compare the strength of different structure (e.g., arches, domes, and triangles) - accurately measure and report the effects of various forces (e.g., compression, tension, load) on different structures - ** conduct investigations into ways to improve the strength and stability of structures  ** Students will: - identify several techniques for improving strength and stability (e.g., reinforcing, bundling, and bracing) - describe and apply a variety of material-strengthening techniques and methods to improve the design and stability of a given structure (e.g., build a bridge or tower that supports a given load) - ** describe characteristics and movements of objects in our solar system  ** Students will: - prepare a detailed report on the unique features (e.g., location, size, temperature, appearance, length of day) of the planets, asteroids, comets, the Sun, and moon - illustrate the solar system (the Sun, nine planets, moons, asteroids, comets, and meteors) using accurate drawings, diagrams, collages, models, electronic presentations, and/or group role play - complete a detailed model, with explanations, showing that the Sun is the centre of the solar system, and that it is the source of energy for the Earth - ** compare familiar constellations in seasonal skies  ** Students will: - identify and accurately label the name of constellations on a constellation map - create a chart that records how constellations change position in the sky at different times of the year - ** demonstrate awareness of the special significance of celestial objects for Aboriginal peoples  ** Students will: - generate specific questions in response to an Aboriginal story focusing on celestial objects (e.g., stars, moon, planets, comets, eclipses) and illustrate answers using detailed drawings - write their own stories, complete with picture, on a celestial object (e.g., how the moon came to be; why the sun is hot) Help! What am I going to do! These were the words bombarding my brain when my class assignment switched from Grade 2 to a 2/3 split. Not only would I have to contend with a new science curriculum, (since my last Grade 3 assignment was years ago), I had also moved to a brand new school that only had a handful of resources. As our library is still in the “building” phase, I choose this curriculum area to focus on for this assignment. As I wandered through the empty library shelves, I realized that this would be the perfect opportunity to research and collaborate with the TL for the Grace 3 Science resources. Although our school has a “required” science curriculum resource (Pan Canadian Science Place), I felt that the students were not as engaged as I would of liked to see. Science is one of the subject areas that “captures” the boys and “hooks” the girls. My goal is to have resources available that are engaging, relevant, and accurate (some resources still list Pluto as the ninth planet). As the school is becoming increasingly ESL, I also want to focus on differentiated instruction. With this in mind, I would like to continue collaborating with the TL to enhance the collection with further resources as the funding allows. I think by working together we can create a “resource” package that would enhance the students learning, as well as assist teachers in covering the Prescribed Learning Outcomes. (Not to mention an incredible learning curve for when I get my own library). “As instructional partners, media specialists join teachers in linking student information needs, curriculum content, learning outcomes, and a wide range of information resources” (The Collection Programs In Schools, 2007, p. 5).
 * Life Science: Plant Growth and Changes **
 * Prescribed Learning Outcomes: **
 * -compare familiar plants according to similarities and differences in appearance and life cycles **
 * PHYSICAL SCIENCE: MATERIALS AND STRUCTURES **
 * Prescribed Learning Outcomes **
 * EARTH AND SPACE SCIENCE: STARS AND PLANETS **
 * Prescribed Learning Outcomes: **
 * Rationale **