| Knowledge and Understandings: Content
Strand |
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| Science Stage 3: There are many physical phenomenon which change
the environment |
| HSIE Stage 3: Interactions between people and environments
|
- students jointly construct an explanation of a natural disaster
- students identify features of environments that affect communities
|
| Knowledge and Understandings: Learning Processes
|
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| Science Stage 3: Evaluate social and environmental costs and
benefits of technological activities |
| HSIE Stage 3: Identify ways people interact with
environments to satisfy needs and wants |
- students investigate use of technology to protect against natural
disasters
|
| Skills |
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| Science Stage 3: Report on social and environmental costs and
benefits of familiar technology |
| HSIE Stage 3: Initiative investigations, identify, gather,
analyze, organize, synthesize and apply information and reflect to investigate
social and environmental impacts of natural disasters |
- students design posters to support aid to communities suffering from
a natural disaster
|
| Values and Attitudes |
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| Science Stage 3: Be curious about and appreciate the natural
environment |
| HSIE Stage 3: Recognize the interdependence of people and
the environment |
- students construct an information report on one type of natural disaster
|
| English Stage 3: |
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| Talking
and Listening |
- 3.2 Interacts productively and with autonomy in pairs and groups of
various sizes and composition, uses effective oral presentation skills
and strategies and listens attentively
- 3.3 Discusses ways in which spoken language differs from written
language and how spoken language varies according to different contexts
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- students give a brief prepared personal response to a news account
of a natural disaster
- students present a short prepared information report on a type of
natural disaster, giving factual, organized and relevant information
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| Reading |
- 3.5 Reads independently an extensive range of texts with increasing
content demands and responses to themes and issues
- 3.6 Uses efficiently an integrated range of skills and strategies
when reading and interpreting written texts
- 3.8 Identifies the text structure of a wider range of more complex
text types and discusses how the characteristic grammatical features
work to influence readers' and viewers' understanding of texts
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- students gather, interpret and record relevant information resources
from a wide variety of print and screen-based sources using several
strategies: - skimming, scanning, using indexes, glossaries, table of
contents, headings, captions, key words, search tools
- students recognize text types and comment on how various texts present
information
- students identify and explain the role of features such as chapters,
sub-headings, paragraphs, captions, word chains and noun groups
|
| Writing |
- 3.12 Produces texts in a fluent and legible style and uses computer
technology to present these in a variety of ways
- 3.13 Critically analyses own texts in terms of how well they have
been written, how effectively they present the subject matter and how
they influence the reader
- 3.14 Critically evaluates how own texts have been structured to achieve
their purpose and discusses ways of using related grammatical features
and conventions of written language to shape readers' and viewers'
understanding of texts
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- students sequence mixed explanations; highlight grammatical
structures; and investigate and discuss how posters and screen-based
texts differ from more traditional print texts
- students independently construct a narrative the impact of a natural
disaster on a community
- students jointly construct an explanation of one type of natural
disaster
- students independently construct an information report on one type
of natural disaster using appropriate paragraphing, topic sentences and
graphical devices
- students independently write a procedural explanation about how to
make a working model of a volcano
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Math
Language Arts
Science
Social Studies
Art
Computers & Internet
Music
P.E. & Health
Other
Multi-Disciplinary
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