Standards+Level+3+(3-4)

Level 3 (Grade 3-4)

__**The Arts:**__ In **Pulling strings** students investigate forms of puppetry used in contemporary and historical cultures in order to provide understanding of the contexts in which puppets and puppetry occur. Students develop skills in and knowledge about designing puppets in response to a design brief. They develop and communicate ideas about a puppet design appropriate for an intended performance and explain why the design option they have chosen addresses the purpose better than other options. They plan and make their puppet following the design brief and drawing on knowledge of simple mechanical production.

__**Design Creativity and Technology:**__
 * Beanie Bear’s window cleaning device**, students focus on designing and constructing a basic mechanism that can lower an object (Beanie Bear or other small toy) and stop at two positions. The assessment task requires them to develop a planned set of steps for making the lowering device, evaluate the device and explain any improvements they make. During the task students are assessed on their ability to:
 * use a design brief to design, produce and evaluate a device (Design, Creativity and Technology)
 * use vocabulary appropriate to the context and spell most one- and two-syllable words with regular spelling patterns (English)

__**English:**__
 * Community Action**, students focus on investigating a local issue and its effect on the local community. The assessment task requires them to produce an action plan which outlines a clear process for investigating and taking action to address a local issue. During the task students are assessed on their ability to:
 * take roles and follow guidelines established within the task (Interpersonal Development)
 * describe some of the roles and purposes of groups in the community (Civics and Citizenship)
 * identify a local issue and plan possible actions to achieve a desired outcome (Civics and Citizenship)
 * express a point of view providing some information and supporting detail (English)
 * apply thinking strategies to organise information and identify strategies they use to organise their ideas (Thinking Processes).

__**Health and Phyiscal Education:**__
 * Your Choice of Sandwhich**. In pairs, ask students to discuss what makes a sandwich nutritious. Ask each pair to list the ingredients of an ideal nutritious sandwich. How do you know it is nutritious? Have students draw and label their sandwich and write a few sentences about the nutritional content of their sandwich.Students can refer to the Australian Guide to Healthy Eating and Dietary Guidelines for Children and Adolescents in Australia as a guide. Have each pair present their sandwich to the whole group; come up with a name for their sandwich and market it to the class. Why is it the most nutritious? How does it fit into The Australian Guide to Healthy Eating? As a class, decide on ‘Nutritious Designer Sandwiches’ to make. List the main ingredients and organise ingredients to be available for students to make nutritious sandwiches for a special class lunch. Place students in small groups to make the sandwiches. Alternatively, students can make sandwiches from coloured paper and display on a paper plate. Discuss why these sandwiches are a healthy choice. Make sure students have parental permission to participate in this activity and make note of any allergies the students might have. Have students publish their recipes for inclusion in a parent information brochure or in the school newsletter.

__**Geography:**__ In **Orienteering**, Maps are distributed in classroom and a discussion follows concerning north, south, east, and west and pictures of landmarks. If a compass is used, prior discussion of its use is needed. Explain procedure for completing the orienteering activity. Students walk around the school, using their maps look for six small circles near specific landmark. When the students locate one of the indicated landmarks on the course, they will find a crayon on a string at that spot. Without removing the crayon from the string, they fill in the appropriate circle on the map. Once they complete all six circles, each circle will be a different color that will correspond to the map the teacher has already completed. Students work with a partner to discuss problems and the completion of the course. Students are responsible for their partners safety and upon their return to the starting position. Pairs of students are sent out in different directions and at different intervals so as not to follow one another or clump together.

__**Mathematics:**__ In **Multiplication Patterns** students focus on recognising patterns in sequences of numbers and using them to make predictions about further numbers in the sequence. The assessment task requires them to use spreadsheets to analyse sequences, and make and test predictions. During the task students are assessed on their ability to:
 * investigate number patterns and formulate and test conjectures about them (Mathematics)
 * use a spreadsheet (Information and Communications Technology)
 * reflect on their progress and achievement (Personal Learning)
 * demonstrate a positive attitude towards their learning (Personal Learning).

__**Science:**__ In **Earth Report** students focus on experiments related to day and night and the rotation of the Earth. The assessment task requires them to predict whether it will be day or night in four places around the world and design their own data collection and analysis form. Studetns are to use prior knowledge, physical environment examples and during the task students are assessed on their ability to:
 * complete a short report (English)
 * use a range of methods as appropriate to record straightforward observations and comment on trends (Science)
 * use a search engine to locate information from websites (Information and Communications Technology)
 * work cooperatively with a partner (Interpersonal Development).