Unit 4: the Divided Kingdom of Israel

Community Christian School Yearly Curriculum Outline Section 505 – Grade 3/4 Year A ______

BIBLE RESOURCES: Record of God’s Nation - CSI ASSESSMENT AND EVALUATION:  observation  skits  daily work/assignments  class discussion  memory work  quizzes/tests SEPTEMBER-OCTOBER NOVEMBER-DECEMBER JANUARY-FEBRUARY Unit 1 – The Bible as a Book Unit 2 – Samuel and King Saul's Reign Unit 3 – King David and King Solomon The beginning of the Bible Using a timeline David becomes king The development of writing in Mesopotamia The birth and call of Samuel David begins his reign The development of writing in Egypt The capture of the Ark God's covenant with David The development of writing in Canaan The Philistines' defeat at Mizpah David's conquests The writing of the Bible The anointing of Saul David and Bethsheba Divisions of the Old Testament Saul saves Jabesh Gilead Nathan's rebuke Names of the books of the Bible Saul disobeys God Trouble in David's family The Book of Genesis The rejected king David's last years The Book of Exodus Anointing a new king Solomon establishes his reign The Book of Leviticus David and Goliath Solomon's riches The Book of Numbers Saul's jealousy Solomon's last years The Book of Deuteronomy David and Jonathan The Book of Joshua David on the run The Book of Judges David spares Saul The Book of Ruth David and Abigail David spares Saul again David in Philistia The witch of Endor David destroys the Amalekites The deaths of Saul and Jonathan

______Community Christian School Curriculum Handbook Section 500 – Yearly Curriculum Outlines Community Christian School Yearly Curriculum Outline Section 505 – Grade 3/4 Year A ______

BIBLE RESOURCES: Record of God’s Nation - CSI ASSESSMENT AND EVALUATION:  observation  skits  daily work/assignments  class discussion  memory work  quizzes/tests MARCH-APRIL MAY JUNE Unit 4: The Divided Kingdom Of Israel Unit 5: Rulers And Prophets Of Judah Unit 6 – The Decline and Fall of Judah How The Kingdom Was Split Blessings And Curses Manasseh and Amon Judah And Israel Good Rulers Josiah The Wicked Kings Bad Rulers Zephaniah The Good Kings Prophets Jehoahaz and Jehoiakim The Prophets God’s Covenant With Judah Jeremiah’s Calling Destruction By The Assyrians Other Kings Johoiakim and Jeremiah’s Scroll Unit Review Jeremiah the Prisoner The Fall of Judah Judah’s Captivity and Jeremiah’s Freedom Gedaliah’s Assassination To Stay or to Go?

Bible Memory Grade 3 ASSESSMENT AND EVALUATION:

SEPTEMBER OCTOBER NOVEMBER Genesis 1:27-28 Genesis 17:7 Exodus 20:1-7 DECEMBER JANUARY FEBRUARY Exodus 20:8-17 Joshua 1:7-9 Psalm 46:1-3 MARCH APRIL MAY Matthew 10:7-8 John 11:25 Review JUNE Review

Grade 4 SEPTEMBER OCTOBER NOVEMBER Deuteronomy 6:4-7 Psalm 51:7-13 Proverbs 19:23 DECEMBER JANUARY FEBRUARY Psalm 23 John 10:14-15 Romans 12:1-2 MARCH APRIL MAY Books of the Old Testament Books of the Old Testament Books of the New Testament JUNE Review

ART RESOURCES: Hooked on Art – Prentice Hall, Primary Art Book D and E – R.I.C Publications ASSESSMENT AND EVALUATION:  participation  observation  daily work/sketches  finished projects SEPTEMBER OCTOBER NOVEMBER Concepts Concepts Concepts Accent on pattern - p.9 First Name leaning board - p. 30 (Book E) Line Patterns - p.11 Fire Prevention poster Remembrance Day Poster Distorted Star – p.114 (Book E) Skills Skills Skills -pattern, colour, shape, crayon -colour, pattern, balance, paint -line -poster making skills -poster making skills -line, warm colours, cool colours DECEMBER JANUARY FEBRUARY Concepts Concepts Concepts Hand Print parrot – p.6 (Book E) Snowflake snowman - p.103 Smudged colour sea life – p.10 (Book E)

Stained Glass windows – p.6 (Book D) Me, myself and I portrait – p.102 (Book D) Under the sea - p.39 Skills Skills Skills -painting, tissue paper -cutting, folding -paint, oil pastels, smudging -colour, balance -drawing portraits -water colour resist, crayons MARCH APRIL MAY Concepts Concepts Concepts Mosaic fish - p.40 Bottle shape collage – p.87 (Book E) Spring has sprung - p. 10 (Book D) Monochromatic colours - p.185 Symmetrical shapes – p.74 (Book E) Chalk pastel butterfly – p.102 (Book E) Skills Skills Skills -crayon resist, mosaic -balance, positioning, shape -shape, colour -monochromatic colours, tinting, shading -symmetry, shape, secondary colours -chalk, smudging

JUNE  Fall Fair Art

Penmanship RESOURCES: Zaner-Bloser Handwriting 3/4, blackline masters, small student chalkboards for practice ASSESSMENT AND EVALUATION:  SEPTEMBER OCTOBER NOVEMBER i, t, u, w, r s, p, j, a, c, d, q g, on, n, m, x, y, v

DECEMBER JANUARY FEBRUARY e, l, h, k, f, b, z A, C, E, O, N, M, K, H U, Y, Z, V, X, W, T

MARCH APRIL MAY F, I, J, Q, G, S, L D, P, R, B, numerals For the rest of the year students will write teacher chosen poems and their memory work for penmanship. They will also review the formation of all the letters and work on ones that give man y of them trouble. Students will also begin writing in cursive in some subjects. JUNE

MUSIC RESOURCES: MusicPlay 3, The Complete Recorder Resource Kit - 1 ASSESSMENT AND EVALUATION:  participation  observation  performance SEPTEMBER OCTOBER NOVEMBER Units Units Units Unit 1 Unit 2 Unit 3 Recorder #1-4 Recorder #5-7 Recorder #8-9 Skills Skills Skills Beat, tempo Round or canon Round Notes: B, A Notes: B, A, G instruments Notes: B, A, G, E DECEMBER JANUARY FEBRUARY Units Units Units Unit 4 Unit 5 Unit 6 Recorder #10-11 Recorder #12-13 Recorder #14-15 Skills Skills Skills High do Ostinato round Tempo, rhythms Round Folk song Folk song, native song Notes: B, A, G, E Notes: B, A, G, E Notes: B, A, G, E MARCH APRIL MAY Units Units Units Unit 7 Unit 8 Unit 9 Recorder #16-17 Recorder #18-19 Recorder #20-22 Skills Skills Skills Round, 3/4 time Dynamics, rhythms Tempo, rhythms expression Earth Day Native Music Notes: B, A, G, E Notes: B, A, G, E, D Notes: B, A, G, E, D

JUNE Units Unit 10 Recorder #23-24 Skills Canadian songs Notes: B, A, G, E, D, C

LANGUAGE STUDIES SELF-SELECTED READING Students are given time every day to read self-selected novels. The majority of days, this means reading fiction. Many titles have quizzes that students can take on the Book Adventure program. Students will be given goals and expectations that need to be met. Also once a week, students visit the library to borrow literature of their choice. ASSESSMENT AND EVALUATION:  Personal reading goals and goal-achievement  Book Adventure Quizzes  Observation  Reading journal  Book Activities GUIDED READING A variety of teaching methods will be employed. The following are some examples: teacher-led whole class activities, small group activities, literature circles, and individual activities. A good resource for guided reading is “The Teacher's Guide to the Four Blocks”. For individual activities, the CSI teacher's manual for the World of Literature Anthology can be used. RESOURCES:A WORLD OF LITERATURE 3 - C.S.I. ANTHOLOGY, leveled reading, Book Adventure, SRA

RESOURCES: NOVEL STUDIES  Sarah Plain and Tall – Patricia MacLachlan  Because of Winn Dixie – Kate DiCamillo 

LANGUAGE STUDIES GUIDED READING SKILLS TAUGHT AND REVIEWED AT THE GRADE THREE LEVEL – for more, see the CCS Language Arts Scope and Sequence  reads a variety of literary, graphic, and informational texts  identify and explain a variety of text features (table of contents, charts, headings, etc.)  recalls what has been read silently and aloud  understands cause and effect  recognizes and identifies that different reading materials have different purposes  skims for details  uses a variety of reading comprehension strategies before, during, and after reading to  makes inferences or predictions about texts by interpreting ideas and information from understand texts the text and drawing upon experiences and knowledge  understands sequence of events  expresses personal opinions/judgments about ideas presented in text  follows printed directions  interprets prose  identifies the important ideas and themes of the reading  draws logical conclusions  identifies the main point, theme, moral, or idea of the reading  can read and understand most high frequency words, many regularly used words, and  finds literal information in context words of personal significance  extends understanding of texts to own knowledge and experiences within the world  can predict the meaning of and rapidly solve unfamiliar word using different types of around them, their Christian worldview, and environment cues  distinguishes between fact, theory/opinion and fantasy  reads text with sufficient rate and expression  identifies elements of text and explains how they contribute to the meaning of the text  metacognition: begin to understand what strategies can be used before, during, and after reading to help improve reading SKILLS TAUGHT AND REVIEWED AT THE GRADE FOUR LEVEL – for more, see the CCS Language Arts Scope and Sequence  reads a variety of literary, graphic, and informational texts  skims for details  recognizes and identifies that different reading materials have different purposes  makes inferences or predictions about texts by interpreting ideas and information from  uses a variety of reading comprehension strategies before, during, and after reading to the text and drawing upon experiences and knowledge understand texts  organizes and summarizes  follows printed directions  expresses personal opinions/judgments about ideas presented in text  identifies the important ideas and themes of the reading  interprets prose  identifies the main point, theme, moral, or idea of the reading  draws logical conclusions  finds literal information in context  can read and understand most high frequency words, many regularly used words, and  extends understanding of texts to own knowledge and experiences within the world words of personal significance around them, their Christian worldview, and environment  can predict the meaning of and rapidly solve unfamiliar word using different types of  distinguishes between fact, theory/opinion and fantasy cues  identifies elements of text and explains how they contribute to the meaning of the text  reads text with sufficient rate and expression  identify and explain a variety of text features (table of contents, charts, headings, etc.)  metacognition: begin to understand what strategies can be used before, during, and after reading to help improve reading  understands Cause and effect relationships

 Discriminate between fact and fiction LANGUAGE STUDIES GUIDED READING ASSESSMENT AND EVALUATION:  Participation and observation  Written responses  Oral responses  Book reports  Comprehension Questions  Response activities  Read-a-louds SEPTEMBER OCTOBER NOVEMBER Theme 1: Family Pictures Theme 1 – Continued Novel Study: Sarah, Plain and Tall - Table of contents -compare and contrast - point of view - Realistic fiction - setting - Steps, order, categories - poetic form - Tall tale - synonyms, antonyms - Tone, mood - subjects and predicates - writing using rhymes - Word pictures, similes - writing using a picture - Sentence types - Descriptions - homonyms DECEMBER JANUARY FEBRUARY Theme 2: The Lord God Made them All Theme 2: Continued Theme 2: Continued -tone, mood - word play - Characters - word pictures - use of senses - Real and unreal events - rhymes - activating prior knowledge - repetition - comparing literature selections - Fact vs. fable - poetic theme - humour in poetry - Nonfiction - rhyming words and patterns - setting - Anticipatory questions - theme - fact vs. opinion - Prayer - alphabetical order - problem and solution - nouns - verbs - Base words - clustering - experiential writing - Prefixes, verbs - personal reflection

- Writing letters - Writing facts and fables - Writing about characters LANGUAGE STUDIES GUIDED READING - Continued ASSESSMENT AND EVALUATION:  Participation and observation  Written responses  Oral responses  Book reports  Comprehension Questions  Response activities  Read-a-louds MARCH APRIL MAY Novel Study: Because of Winn Dixie Theme 3: Listen, I’ll tell you a Story Theme 3: Continued -folktales - Folktales - prediction - Prediction - problem and solution - Problem and solution - fables - Pourquoi story - character descriptions - Who, what, when, where, why - characteristics of a fable - beginning, middle and end of a story, - Blends - contractions - Capitalization, punctuation - homophones - Creating titles - past, present, future - Endings and morals - writing a beginning, middle and end in a story - Outlining - W5 in a story

JUNE Theme 3: Continued - characteristics of a play - characteristics of a tall tale - prediction - quotation marks in dialogue

- perspective - writing a tall tale - topic sentences LANGUAGE STUDIES THE WRITING BLOCK RESOURCES: Using Picture Books to Teach, Writing With the Traits by Ruth Culham, Trait Based Writing Skills - CarsonDellosa ASSESSMENT AND EVALUATION:  drafts  prewriting  published work  participation  observation Students will have models of good writing and good writing techniques. They will receive explicit, direct instruction in context of real writing. The models come from teacher's own writing, other authors, or the students' writing. There is always a pre-writing activity: a mental exercise, a jot-list or brainstorming, clustering of ideas, graphic organizers. An editor's checklist will be available in the classroom for students to use. In some writing blocks, there will be a mini-lesson. These include the procedures for writing, the grammar and usage, the types of writing. The model lesson is 10 to 15 minutes (maximum). The more technical aspects of writing, beyond the defined curriculum and beyond what most students are ready for, are the lessons taught individually to students during their conference times. The students will do lots of writing. No one is ever finished. As soon as one piece is completed, the task is to begin another or to return to an earlier piece to refine it. The writing will be kept in a writing folder. Students will also frequently use self-select topics. There are days that student do focused writing (teacher-directed). The Stages of the Writing Process and The 6 Traits of Good Writing are stressed throughout the year. THE STAGES IN THE WRITING PROCESS  Prewriting (Reading, Discussing, Planning, Brainstorming, Selecting [purpose, audience, format]  Composing  Revising, Editing, Proofreading  Conferencing  Writing The Final Draft  Sharing THE SIX TRAITS OF GOOD WRITING  Conventions  Voice  Organization  Ideas  Word Choice

 Sentence Fluency

LANGUAGE STUDIES WRITING SEPTEMBER OCTOBER NOVEMBER Journal Writing A Bad Case of Stripes y David Shannon The Mud Pony by Carol Lee Cohen

Writing Folders Inspiring Ideas Shaping Organization

DECEMBER JANUARY FEBRUARY Wolf by Becky Bloom My Mama had a Dancing Heart by Libba Moore Come on, Rain by Karen Hesse Gray Speaking Voice Developing Sentence Fluency Expanding Word Choice

MARCH APRIL MAY When Comma Come to Town by Samantha Berger Spotlighting Presentation Putting it All Together

Strengthening Convention

JUNE Review and using skills learned

LANGUAGE STUDIES ORAL EXPRESSION ASSESSMENT AND EVALUATION:  observation  anecdotal comments Speaking Expression Listening Is able to participate in informal talk: Is able to listen:  to clarify own thoughts purposively  to communicate thought to others (share, contribute)  has purpose for listening  to build social relationships  determines speaker’s purpose

Is able to develop ideas in discussions: selectively  pair talk  to gain information, knowledge  small groups  whole class critically  to question Is able to express ideas in a variety of forms:  to analyze, organize, summarize information  oral reports  to distinguish important from the less important  speeches  announcements attentively  to follow instructions Is able to present orally selections for enjoyment:  to follow arguments  dramatic readings  stories reflectively  choral speaking  to understand how ideas can be altered in a speech

creatively  to enjoy the beauty of the spoken word  to imagine

courteously  to show respect for persons speaking LANGUAGE STUDIES WORKING WITH WORDS RESOURCES: Modern Curriculum Press C&D, Month by Month Phonics 3, Word Wall Words, Words their Way ASSESSMENT AND EVALUATION:  daily work  unit tests  spelling tests SEPTEMBER OCTOBER NOVEMBER Units Units Units 3-Unit 1 (p. 7-22) 3- Unit 2 (p. 25-52) 3- Unit 3 (p. 55-74) 4-Unit 1 (p.5-20) 4-Unit 1 (p. 21-32) 4-Unit 2 (p. 43-60) Unit 2 (p. 33-42) Concepts Concepts -initial, medial and final consonants Concepts -y as a vowel and a consonant -hard and soft c and g -short vowels -consonant digraphs -short vowels -long vowels -reviewing blends and digraphs -short and long vowels in compound words -syllables in words with blends -syllables -r, l, s, blends and final blends -r-controlled vowels

DECEMBER JANUARY FEBRUARY Units Units Units 3- Unit 3 (p. 75-90) 3- Unit 4 (p. 93-112) 3- Unit 4 (p. 113-126) 4-Unit 3 (p. 63-80) 4-Unit 3 (p. 81-86) Unit 5 (p. 129-136) Unit 4 (p. 89-98) 4-Unit 4 (p. 99-120) Concepts Concepts -r-controlled vowels -syllables in words with suffixes Concepts

-suffixes -contractions -vowel digraphs, diphthongs, -syllables -plurals, suffixes -vowel pairs -vowel pairs -suffixes, syllables LANGUAGE STUDIES WORKING WITH WORDS - Continued RESOURCES: Modern Curriculum Press C&D, Month by Month Phonics 3, Word Wall Words, Words their Way ASSESSMENT AND EVALUATION:  daily work  unit tests  spelling tests MARCH APRIL MAY Units Units Units 3- Unit 5 (p. 137-150) 3- Unit 6 (p. 153-178) 3- Unit 6 (p. 179-184) 4-Unit 5 (p.123-140) 4-Unit 6 (p.143-156) 4-Unit 6 (p.157-166)

Concepts Concepts Concepts -vowel pairs, digraphs, diphthongs -syllabication rules -roots -syllables -prefixes -syllables --plurals, possessives -contractions June Units 3- Unit 7 (p. 187-208) 4- Unit 7 (p. 169-192)

Concepts -synonyms, antonyms, homonyms, homographs -guide words, alphabetical order -definitions, pronunciation key

FOREIGN LANGUAGE STUDIES FRENCH RESOURCES: AIM Language Learning ASSESSMENT AND EVALUATION:  observation  daily work  participation  tests/quizzes SEPTEMBER OCTOBER NOVEMBER

La poule Maboule La poule Maboule La poule Maboule

DECEMBER JANUARY FEBRUARY

La poule Maboule La poule Maboule Où est mon chien?

MARCH APRIL MAY-JUNE

Où est mon chien? Où est mon chien? Où est mon chien?

MATHEMATICS – GRADE 3 RESOURCES: Addison Wesley – Math Makes Sense 3, ASSESSMENT AND EVALUATION:  unit tests  Practice and Homework book  computation drills  oral work  observation SEPTEMBER OCTOBER NOVEMBER Unit 1 – Patterning and Place Value Unit 2 – Patterns in Addition and Subtraction Unit 3 – Geometry Patterns in a hundred chart Patterns in an addition chart Describing figures Counting on a hundred chart Addition strategies Describing angles Counting on a number line Subtraction strategies Naming figures Comparing numbers on a number line Related facts Sorting figures Grouping and counting to 100 Find the missing number Congruent figures Modelling 2-digit numbers Adding and subtracting 2-digit numbers Making pictures with figures Ordinal numbers Using mental math to add Identifying prisms and pyramids Modelling 3-digit numbers Using mental math to subtract Sorting solids Extending hundred chart patterns Estimating sums and differences Making models from figures Comparing and ordering numbers Adding 3-digit numbers Making a structure from solids Showing numbers in many ways Subtracting 3-digit numbers How much in 1000? A standard method for addition Rouding numbers A standard method for subtraction DECEMBER JANUARY FEBRUARY Unit 4 – Multiplication and Division Unit 5 – Sorting and Data Management Unit 7 – Motion Geometry Relating multiplication and addition Sorting by two attributes Grids and maps Using arrays to multiply Sorting by three attributes Looking at slides Multiplying by 2 and by 5 Interpreting graphs What is a turn? Multiplying by 10 Interpreting circle graphs Exploring reflections Multiplying by 1 and 0 Drawing pictographs Lines of symmetry Using a multiplication chart Drawing bar graphs Modelling division Collecting data Using arrays to divide Conducting a survey

Dividing by 2, by 5, and by 10 Relating multiplication and division Number patterns on a calculator MATHEMATICS – GRADE 3 - Continued RESOURCES: Addison Wesley – Math Makes Sense 3 ASSESSMENT AND EVALUATION:  unit tests  Practice and Homework book  computation drills  oral work  observation MARCH APRIL MAY Unit 8 – Fractions Unit 9 – Length, Area, and Perimeter Unit 10 – Patterns in Numbers and Geometry Exploring equal parts Measuring length in centimetres Exploring number patterns Exploring fractions of a length Measuring length in metres Number patterns in tables Exploring fractions of a set The kilometre Exploring growing patterns Finding a fraction of a set Measuring perimeter in centimetres Patterns with two attributes changing Naming and writing fractions Measuring perimeter in metres Patterns with three attributes changing Mixed numbers Covering figures Patterns on a grid Measuring area in square units Using grids to find area Comparing area and perimeter JUNE Unit 11 – Probability Exploring possible and impossible Conducting experiments Exploring probability Fair and unfair games

MATHEMATICS – GRADE 4 RESOURCES: Addison Wesley – Math Makes Sense 4 ASSESSMENT AND EVALUATION:  unit tests  Practice and Homework book  computation drills  oral work  observation Unit 1 – Number Patterns OCTOBER NOVEMBER Patterns in charts Unit 2 – Whole Numbers Unit 3 – Geometry Exploring number patterns Whole numbers to 10 000 Congruent figures Number patterns with a calculator Rounding numbers Exploring angles Equations involving addition Comparing and ordering numbers Measuring angles Equations involving subtraction Estimating sums Exploring sides in quadrilaterals Using mental math to add Exploring angles in quadrilaterals Adding 3-digit numbers Attributes of quadrilaterals Adding 4-digit numbers Similar figures Estimating differences Faces of solids Using mental math to subtract Solids in our world Subtracting 3-digit numbers Designing skeletons Subtracting from a 4-digit number DECEMBER JANUARY FEBRUARY Unit 4 – Multiplication and Division Unit 5 – Data Management Unit 7 – Transformational Geometry Skip counting Reading data in tables Grids and coordinates Multiplying by numbers to 9 Reading pictographs and bar graphs Translations Other strategies for multiplying Reading circle graphs Reflections Exploring multiplication patterns Drawing pictographs Lines of symmetry Estimating products Drawing bar graphs Rotations Strategies for multiplication Conducting a survey Patterns with transformations Dividing by numbers from 1-7 Unit 6 – Measurement Dividing by numbers from 1-9 Exploring units of time Division with remainders Telling time Using base ten block to divide Estimating time Another strategy for division Exploring elapsed time Estimating and counting money Making change

Measuring capacity Measuring mass MATHEMATICS – GRADE 4 - Continued RESOURCES: Addison Wesley – Math Makes Sense 4 ASSESSMENT AND EVALUATION:  unit tests  Practice and Homework book  computation drills  oral work  observation MARCH APRIL MAY Unit 8 – Fractions and Decimals Unit 9 – Length, Area, and Perimeter Unit 10 – Patterns in Numbers and Geometry Fractions of a whole Measuring linear dimensions Repeating patterns Fraction benchmarks Measuring in millimetres Patterns in multiplication Fractions of a set Measuring in decimetres Multiplying a 3-digit number by a 1-digit number Different names for fractions Relating units of measure Growing patterns More than one Measuring perimeter Changing-step growing patterns Comparing and ordering fractions Finding the perimeter of a large region Patterns in division with remainders Exploring tenths Exploring area Dividing a 3-digit number by a 1-digit number Exploring hundredths Measuring area in square centimetres Area patterns Comparing and ordering decimals Estimating and measuring area Adding decimals Finding area in square metres Subtracting decimals Exploring figures with equal perimeters Adding and subtracting money Exploring figures with equal areas

JUNE Unit 11 – Probability The language of probability Identifying outcomes and predicting results Exploring predictions Predicted and actual results

PHYSICAL EDUCATION Grade 3/4 RESOURCES: ASSESSMENT AND EVALUATION:  Participation  Use of strategies and tactics  Skills tests  Attitude and sportsmanship

SEPTEMBER OCTOBER NOVEMBER Soccer Flag Football Volleyball Skills Taught Skills Taught Skills Taught Shooting, dribbling, passing, teamwork, Rules, passing, catching, dodging, tagging, Bumping, volleying, serving, (underhand), basic sportsmanship teamwork, sportsmanship game play (using beach balls or training balls), teamwork, sportsmanship

DECEMBER/JANUARY FEBRUARY MARCH Floor Hockey Basketball Badminton Skills Taught Skills Skills Taught Sportsmanship, passing, teamwork shooting, dribbling, basic rules – ie travelling, Serving, scoring, sportsmanship, clears, out of bounds, basic fouls, basic game organization – throw – in, teamwork, sportsmanship

APRIL MAY JUNE Track and Field Softball Softball Skills Taught Skills Taught Low-Organized Game Various skills involved with Field Day Hitting, throwing, base running, catching, basic Teamwork rules – lead offs, foul balls,

SOCIAL, SCIENCE, AND HEALTH STUDIES RESOURCE – OACS Units, Canadian Character Education Activities – Chalkboard Publishing ASSESSMENT AND EVALUATION:  Test and quizzes  Experiments and lab reports  Observation  Participation  Projects  Daily work and assignments SEPTEMBER OCTOBER NOVEMBER-DECEMBER The Trees of the Field (OACS) Expedition Canada (OACS) Health – Character Education God’s Grand Garden Gifts Expedition Canada Self-esteem Every Part Has A Purpose; Roots Canada's Size Pride Every Part Has A Purpose; Trunk Holy Ground Compassion Every Part Has A Purpose: Bark Local Expedition Acts of Kindness Every Part Has A Purpose; Leaves I Where am I in God's World? Courtesy Every Part Has A Purpose; Leaves II God's Handiwork Friendship Every Part Has A Purpose; Leaves III God's Handiwork – Seeing the Regions on a Map Responsibility Every Part Has A Purpose; Seeds God's Handiwork – Getting to Know Canada's Fairness Ontario’s Trees: A Special Tree Regions Citizenship Gifts Of Life For The Earth Finding my way in God's World Gifts Of Life For The People Landforms and Elevations Conservation Canada's Resources Planting Our Tree Friend Water Wonders Canada's Parks Unpacking our Backpacks

SOCIAL, SCIENCE, AND HEALTH STUDIES - Continued RESOURCE – OACS Units, Canadian Character Education Activities – Chalkboard Publishing JANUARY FEBRUARY MARCH God Made us to be Engineers (OACS) One Body, Many Parts: Our Historical Human Organ Systems Wonderfully Made to Amazing Structures Community Move We are God’s Engineers In the Olden Days: One Body, Many Parts Working Together Shaped For Stability I One Part of our History Today’s Technology – Transplanting an Organ Shaped For Stability II Early Canadians The Skeletal System – Our Body’s Framework Choosing Our Materials Wisely Canada, a New Land Muscular System – Strength and Movement From The Bottom To The Top Why they Came Nervous System – The Message Centre Putting It all Together A new Home Fearfully and Wonderfully Made! Look What People Can Do! Aboriginal Help Published! Sharing and Celebrating! Amazing Tools For Building – Levers Working Together: Farm Life Designing With Levers Working Together: Family Life Amazing Tools For Building – Pulleys Working Together: Daily Life Amazing Tools For Building – Inclined Planes Working Together: Village Life Amazing Tools For Building – Wheel And Axle I God is Faithful Amazing Tools For Building – Wheel And Axle II Mighty Mechanized Machines I Am God’s Engineer MAY JUNE God’s Creativity, Our Responsibility: Rocks Our Neighbours in: ______and Minerals Loving God, our Neighbours, and Ourselves Let’s be Geologists Welcoming Neighbours Minerals – The Building Blocks of Rocks Meeting Neighbours Exploring Properties of Minerals Cultural Gifts Recycling Rocks Looking at the Land Uses of Rocks and Minerals Animals and Plants Digging into Mining Blessings and Needs Households Celebrating Neighbours

______Community Christian School Curriculum Handbook Section 500 – Yearly Curriculum Outlines