Cross-Curricular Integration (BC Curriculum Outcomes)
Below is a comprehensive list of all the outcomes from the BC Curriculum documents which can potentially be integrated into a project such as this one. The outcomes in green text were the ones I believe the grade 3 class accomplished through completing this Architecture Design project. To reflect upon the term, I feel the project was successful and a lot of learning happened, but I wonder if it took up more time overall to teach the same concepts as if I were to teach each concept separately. The benefit of integrating all the subjects and outcomes is obvious, seeing how the students were able to make connections continuously and apply them to subsequent lessons and activities, but I'm interested in figuring out how I could structure a full school year in such a way that project-based learning can happen while integrating all the different outcomes that must be covered. If there is only enough time to have one long-term project in a school year, I wonder if it would be more effective to begin or to end the year. Through my inquiry project, many more questions have formed.
Language Arts:
Oral Language (Purposes):
A1 -use speaking and listening to interact with others for the purposes of
A3 -listen purposefully to understand ideas and information, by
Oral Language (Strategies):
A4 -use a variety of strategies when interacting with others, including
A5 -use a variety of strategies when interacting with others including presenting ideas, information, and feelings, including
A6 -use a variety of strategies when listening to make and clarify meaning, including
Oral Language (Thinking):
A9 -use speaking and listening to extend thinking, by
A10 -reflect on and assess their speaking and listening, by
Reading and Viewing (Purpose):
B4 -view and demonstrate comprehension of visual texts (e.g., cartoons, illustrations, diagrams, posters)
Writing and Representing (Purpose):
C2 -create a variety of clear, easy‐to‐follow informational writing and representations, featuring
C4 -use a variety of strategies before writing and representing, including
Writing and Representing (Strategies):
C5 -use a variety of strategies during writing and representing to express thoughts, including
C6 -use a variety of strategies after writing and representing to improve their work, including
Writing and Representing (Thinking):
C7 -use writing and representing to express personal responses and opinions about experiences and texts
C8 -use writing and representing to extend thinking, by
C9 -reflect on and assess their writing and representing, by
Oral Language (Purposes):
A1 -use speaking and listening to interact with others for the purposes of
- Contributing to a class goal
- Sharing and explaining ideas, viewpoints, and opinions
- Making connections
- Solving problems
- Completing tasks
- Staying on topic in a focused discussion
- Recounting experiences in a logical sequence
- Presenting a central idea with supporting details
- Using specific and descriptive vocabulary
- Sharing connections made
A3 -listen purposefully to understand ideas and information, by
- Identifying the main ideas and supporting details
- Generating questions
- Visualizing and sharing
Oral Language (Strategies):
A4 -use a variety of strategies when interacting with others, including
- Accessing prior knowledge
- Making and sharing connections
- Asking questions for clarification and understanding
- Taking turns as speaker and listener
A5 -use a variety of strategies when interacting with others including presenting ideas, information, and feelings, including
- Setting a purpose
- Accessing prior knowledge
- Generating ideas
- Making and sharing connections
- Asking questions to clarify and confirm meaning
- Organizing information
- Practising delivery
- Self‐monitoring and self‐correcting in response to feedback
A6 -use a variety of strategies when listening to make and clarify meaning, including
- Accessing prior knowledge
- Making predictions about content before listening
- Focusing on the speaker
- Listening for specifics
- Asking questions
- Recalling and summarizing
- Visualizing
- Monitoring comprehension
Oral Language (Thinking):
A9 -use speaking and listening to extend thinking, by
- Acquiring new ideas
- Making connections
- Inquiring
- Comparing and contrasting
- Summarizing
A10 -reflect on and assess their speaking and listening, by
- Referring to class‐generated criteria
- Reflecting on and discussing peer and adult feedback
- Setting goals and creating a plan for improvement
- Taking steps toward achieving goals
Reading and Viewing (Purpose):
B4 -view and demonstrate comprehension of visual texts (e.g., cartoons, illustrations, diagrams, posters)
Writing and Representing (Purpose):
C2 -create a variety of clear, easy‐to‐follow informational writing and representations, featuring
- Ideas that are adequately developed through relevant details and explanations
- Sentence fluency through a variety of correctly constructed sentences
- Word choice by using some new and precise words including content‐specific vocabulary
- A voice that demonstrates interest in and knowledge of the topic
- An organization that includes an introduction, and logically connected and sequenced details
C4 -use a variety of strategies before writing and representing, including
- Setting a purpose
- Identifying an audience
- Participating in developing class generated criteria
- Generating, selecting, developing, and organizing ideas from personal interest, prompts, models of good literature, and/or graphics
Writing and Representing (Strategies):
C5 -use a variety of strategies during writing and representing to express thoughts, including
- Referring to class generated criteria
- Referring to word banks
- Examining models of literature/visuals
- Using information from multiple sources
- Consulting reference materials
- Revising and editing
C6 -use a variety of strategies after writing and representing to improve their work, including
- Checking their work against established criteria
- Revising to enhance writing traits (e.g., ideas, sentence fluency, word choice, voice, organization)
- Editing for conventions (e.g., capitals, punctuation, spelling)
Writing and Representing (Thinking):
C7 -use writing and representing to express personal responses and opinions about experiences and texts
C8 -use writing and representing to extend thinking, by
- Developing explanations
- Expressing an alternative viewpoint
- Demonstrating new understandings
C9 -reflect on and assess their writing and representing, by
- Referring to class generated criteria
- Setting goals and creating a plan for improvement
- Taking steps toward achieving goals
Math:
Number:
A3 -compare and order numbers to 1000
[CN, R, V]
~Students could be given a series of famous buildings and their completion dates and have to put them in order.
Patterns and Relations (Variables and Equations):
B3 -solve one‐step addition and subtraction equations involving symbols representing an unknown number
[C, CN, PS, R, V]
Shape and Space (Measurement):
C3 -demonstrate an understanding of measuring length (cm, m) by
C5 -demonstrate an understanding of perimeter of regular and irregular shapes by
C6 -describe 3‐D objects according to the shape of the faces, and the number of edges and vertices
[C, CN, PS, R, V]
C7 -sort regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons, octagons, according to the number of sides.
[C, CN, R, V]
Number:
A3 -compare and order numbers to 1000
[CN, R, V]
~Students could be given a series of famous buildings and their completion dates and have to put them in order.
Patterns and Relations (Variables and Equations):
B3 -solve one‐step addition and subtraction equations involving symbols representing an unknown number
[C, CN, PS, R, V]
Shape and Space (Measurement):
C3 -demonstrate an understanding of measuring length (cm, m) by
- Selecting and justifying referents for the units cm and m
- Modelling and describing the relationship between the units cm and m
- Estimating length using referents
- Measuring and recording length, width, and height
C5 -demonstrate an understanding of perimeter of regular and irregular shapes by
- Estimating perimeter using referents for centimetre or metre
- Measuring and recording perimeter (cm, m)
- Constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter
C6 -describe 3‐D objects according to the shape of the faces, and the number of edges and vertices
[C, CN, PS, R, V]
C7 -sort regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons, octagons, according to the number of sides.
[C, CN, R, V]
Science:
Processes of Science:
Physical Science: Materials and Structures.
Processes of Science:
- Ask questions that foster investigations and explorations relevant to the content
- Measure objects and events
Physical Science: Materials and Structures.
- Describe shapes that are part of natural and human‐built structures (e.g., domes, arches, pyramids)
- Compare the effects of different materials, shapes, and forces on the strength and stability of different structures
- Conduct investigations into ways to improve the strength and stability of structures
Social Studies:
Skills and Processes of Social Studies:
A1 -apply critical thinking skills –including questioning, predicting, imagining, comparing, classifying, and identifying patterns –to selected problems or issues.
~In this case, students will be using critical thinking throughout the project.
Economy and Technology:
D2 -assess how technology affects individuals and communities.
~Students will think about and describe how life would be different without a specific technology. More specific to the building project, how would life be different without using computers to create 3D models that we can look at, study, and identify possible problems?
Human and Physical Environment:
E3 -demonstrate a sense of responsibility for the local environment.
~Students will need to consider how their building design and choice of materials might impact the environment and come up with better choices when possible.
Skills and Processes of Social Studies:
A1 -apply critical thinking skills –including questioning, predicting, imagining, comparing, classifying, and identifying patterns –to selected problems or issues.
~In this case, students will be using critical thinking throughout the project.
Economy and Technology:
D2 -assess how technology affects individuals and communities.
~Students will think about and describe how life would be different without a specific technology. More specific to the building project, how would life be different without using computers to create 3D models that we can look at, study, and identify possible problems?
Human and Physical Environment:
E3 -demonstrate a sense of responsibility for the local environment.
~Students will need to consider how their building design and choice of materials might impact the environment and come up with better choices when possible.
Art:
Creative Processes:
A3 -create images that show the use of the following visual elements and principles of design, alone and in combination, to produce a variety
of effects: colour, shape, line, texture, pattern, radial balance
A4 -experiment with materials, technologies, and processes to create particular effects
Skills and Strategies:
B2 -describe and apply specific visual elements and principles of design in images and in natural and human‐built environments, including: colour, shape, line, pattern, texture, radial balance
B3 -describe and apply a variety of materials, technologies, and processes to create images
B4 -demonstrate safe and environmentally responsible use of materials, technologies, and processes
Context:
C1 describe a variety of reasons people make and use visual arts
Exhibition and Response:
D2 -suggest reasons for preferences in artworks
D3 -display individual and group artworks in a variety of ways
Creative Processes:
A3 -create images that show the use of the following visual elements and principles of design, alone and in combination, to produce a variety
of effects: colour, shape, line, texture, pattern, radial balance
A4 -experiment with materials, technologies, and processes to create particular effects
Skills and Strategies:
B2 -describe and apply specific visual elements and principles of design in images and in natural and human‐built environments, including: colour, shape, line, pattern, texture, radial balance
B3 -describe and apply a variety of materials, technologies, and processes to create images
B4 -demonstrate safe and environmentally responsible use of materials, technologies, and processes
Context:
C1 describe a variety of reasons people make and use visual arts
Exhibition and Response:
D2 -suggest reasons for preferences in artworks
D3 -display individual and group artworks in a variety of ways
Technology:
There is not a separate and clearly defined set of curriculum outcomes for Technology in Grade 3, however, I plan to teach students the basics of 3D modelling through Google SketchUp as part of the Economy and Technology unit of the Science curriculum. In addition to learning how to navigate the controls, and composing objects, students will also learn a little bit about file management.
There is not a separate and clearly defined set of curriculum outcomes for Technology in Grade 3, however, I plan to teach students the basics of 3D modelling through Google SketchUp as part of the Economy and Technology unit of the Science curriculum. In addition to learning how to navigate the controls, and composing objects, students will also learn a little bit about file management.
Health and Career Education:
Goals and Decisions:
A1 -apply a goal‐setting model to a short‐term goal.
Health (Healthy Relationships):
C4 -describe skills for building and maintaining positive relationships (e.g., communication skills, interpersonal skills)
Goals and Decisions:
A1 -apply a goal‐setting model to a short‐term goal.
Health (Healthy Relationships):
C4 -describe skills for building and maintaining positive relationships (e.g., communication skills, interpersonal skills)