a model unit for grade 3: attracting and · pdf fileplan for school year ... plan for...

A Model Unit for Grade 3: Attracting and Repelling

Connecting with Canadians, Forces That Attract and Repel

Jennifer Katz

Tools foR InsTRUcTIon And ReAdInG AssessMenT

TtD_Gr3_Model.indd 1 10/1/13 1:25 PM

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© 2013 by Jennifer Katz

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Contents

Plan for School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction to Model Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Theme: Attracting and Repelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Instructional Planner: Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Suggested Materials for the Unit Lessons and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Other Recommended Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Plan for Integrating Social Studies and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Plan for English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Plan for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Mathematics Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Assessment Rubric for Social Studies and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Assessment Rubric for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Preparation for MI Activities and Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Introductory Work with Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Brainstorming Activity Ideas for MI Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Activity Cards for MI Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17



4 Grade 3: Attracting and Repelling

© Portage & Main Press, 2013, A Model Unit for Grade 3: Attracting and Repelling, ISBN: 978-1-55379-404-2

Gra

de 3

Scho

ol Y

ear

Sept

embe

r to

Dec

embe

rTe

rm/U

nit O

neJa

nuar

y to

Mar

chTe

rm/U

nit T

wo

Apr

il to

Jun

eTe

rm/U

nit T

hree

ThEM

ES C

hO

SEn

TO

In

TEG

RATE

DIS

CIPL

InES

Attr

actin

g an

d Re

pelli

ngO

ur W

orld

Life

and

Eng

inee

ring

in th

e Pa

st

RATI

On

ALE

An

D

COn

nEC

TIO

nS

Ther

e ar

e fo

rces

that

attr

act a

nd re

pel i

n sc

ienc

e, b

ut a

lso in

hum

an re

latio

nshi

ps.

We

can

push

peo

ple

away

, exc

lude

, or

repe

l/bu

lly o

ther

s, o

r we

can

wel

com

e,

attra

ct, a

nd tr

eat o

ther

s pe

acef

ully.

Plan

ts an

d so

ils a

re a

nat

ural

fit w

ith

expl

orin

g an

d co

mm

uniti

es, b

ecau

se

our n

atur

al e

nviro

nmen

t infl

uenc

es o

ur

com

mun

ities

’ set

tlem

ent p

atte

rns,

dai

ly li

fe,

econ

omy,

and

so

on.

Anc

ient

soc

ietie

s ar

e of

ten

know

n an

d re

cogn

ized

by

the

mat

eria

ls an

d str

uctu

res

– th

e en

gine

erin

g an

d ar

chite

ctur

e –

of th

eir s

ettle

men

ts. T

his

is a

gre

at

arch

aeol

ogy

unit.

SOCI

AL

STU

DIE

SCo

nnec

ting

with

Can

adia

nsEx

plor

ing

the

Wor

ld/

Com

mun

ities

of t

he W

orld

Expl

orin

g an

Anc

ient

Soc

iety

Skill

s, K

now

ledg

e, V

alue

s –

App

licat

ions

all

year

SCIE

nCE

Forc

es T

hat A

ttrac

t and

Rep

elPl

ants

and

Soi

lsM

ater

ials

and

Str

uctu

res

Skill

s, K

now

ledg

e, V

alue

s –

App

licat

ions

all

year

MAT

hEM

ATIC

S

Stat

istic

sPa

ttern

sSh

ape

and

Spac

e

Num

ber c

once

pts

and

num

eric

al o

pera

tions

all

year

PhYS

ICA

L A

nD

h

EALT

h E

DU

CATI

On

Safe

ty/M

ovem

ent

Fitn

ess

Man

agem

ent

Hea

lthy

Lifes

tyle

Pers

onal

and

soc

ial m

anag

emen

t all

year

LAn

GU

AG

E A

RTS

ACT

IvIT

IES

Inte

grat

ed a

ll ye

ar

FIn

E A

RTS

ACT

IvIT

IES

Inte

grat

ed a

ll ye

ar

Plan

for

Scho

ol Y

ear



Grade 3: Attracting and Repelling 5


Introduction to Model UnitThe publications included in the series Tools for Instruction and Reading Assessment support the three-block model of universal design for learning, presented in my book Teaching to Diversity (TtD). For each grade from 1–12, this series offers two tools:

1. A Model Unit in two parts: (i) the instructional manual for one integrated thematic unit of the school year plan; (ii) a full set of activities drawing on the concept of multiple intelligences (MI). Note: Part ii is not available for grades 11 and 12.

2. A Reading Assessment Program Guide, also in two parts: (i) the guide with templates and grade-specific rubrics; (ii) four levelled Reading Passages to use for assessment throughout the school year.

In chapter 4 of Teaching to Diversity, I described the rationale for planning thematic units for a full academic year. I also included an overview of “how-to” procedures. In this book, I include a working plan for the school year (see chart, opposite page). The plan integrates major themes from Manitoba’s curricula into manageable units of study that correspond to three terms in one school year.

In this model unit for the first term of grade 3, teachers will find planners that outline the essential understandings, essential questions, and final inquiry projects for the unit. The rubrics included are based on Bloom’s taxonomy; that is, the criteria in the rubrics show a progression of conceptual thinking from rote, basic understanding to synthesized, higher-order analysis.

Be aware that the language of Bloom is unique to cognitive thought, and is developmental. For instance, identify or recognize means the teacher has provided examples, and students can “pick the right one,” or reiterate a fact taught earlier, such as “Aboriginal peoples were the first people in Canada.” Describe means students can provide supporting detail. Explain, assess, and analyze require students to provide multiple perspectives; that is, the pros and cons, or both sides, of an argument. Finally, evaluate means students, after considering both pros and cons or differing perspectives, form an opinion; that is, place a value on the analysis. For young children, this might simply mean explaining likes and dislikes, or being able to say, “Sometimes…, but sometimes….” For example, grade-one students may tell us how their families’ cultures have aspects that the students like and enjoy because they are their favourite ___. These same students may tell us aspects that make them feel ___. These students are meeting the criterion for “Evaluates how his or her family’s culture influences who he or she is.”

The material shows how I integrate the social studies and science topics while bringing them into other disciplines—mathematics, physical education and health, language arts, and fine arts—particularly through the lens of the multiple intelligences (MI). Differentiated activities based on MI approaches, as sketched out in the brainstormed ideas on page 15, are chosen to inspire diverse students and accommodate their individual learning styles. The MI activity cards that flesh out the topics for such centre-based activities follow the list on page 17.

As implied by the title, A Model Unit for Grade 3, I encourage teachers not only to adapt my ideas and materials as needed for their own class but also to apply what they learn from working with their own students to their planning, whether individually or collaboratively, for the second and third terms.

TtD: pp. 74–85



Grade 3: Attracting and Repelling 17


Activity Cards for MI Work Centres

Catagorizing Forces

Magnet Power

My Rights and Responsibilities

Cultural Influences

Letter to an Elder

Citizen Y-Chart

The Rights of the Child

Attraction and Repulsion

Balloon Rub

Leadership Is…

Instruments Push and Pull

Singing About Citizenship

Being Canadian

“Attractive” Leaders

human Rights

Forces That Attract and Repel Us

Citizenship and the Environment

Leaders in the Environment




MU

SIC

AL-

RHYT

HM

ICIn

stru

men

ts P

ush

and

Pull

Man

y m

usic

al in

stru

men

ts h

ave

part

s th

at p

ush

and

pull.

Oth

er m

usic

al

inst

rum

ents

req

uire

tha

t th

e pe

rson

pla

ying

the

m p

ushe

s or

pul

ls t

hem

. Fo

r in

stan

ce, w

e pu

sh o

n th

e ke

ys o

f a

pian

o.

Loo

k at

the

pic

ture

s of

inst

rum

ents

at

this

cen

tre.

Whi

ch in

stru

men

ts r

equi

re f

orce

s th

at p

ush?

Whi

ch o

nes

requ

ire

forc

es t

hat

pull?

Sort

the

inst

rum

ents

, and

sho

w h

ow m

any

inst

rum

ents

are

in e

ach

cate

gory

.




NAT

URA

LIST

Citiz

ensh

ip a

nd th

e En

viro

nmen

t

To b

e a

good

cit

izen

is t

o be

res

pect

ful a

nd r

espo

nsib

le.

Wha

t do

es it

mea

n to

be

a go

od e

nvir

onm

enta

l cit

izen

?

Sing

, dra

w, r

ole

play

, or

wri

te t

o sh

ow y

our

thin

king

.



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