# data[].attributes.body
http://www2.amersol.edu.pe/es/PYPUnits/Grade3/Unit2/Explorers/Age/index.asp
Create your personal world maps:
http://travelmap.stepmap.com/

# data[].attributes.body
https://www.youtube.com/watch?v=sSYVGnZ5kI8&index=1&list=PL3MCh77ClU29L1NQEDrbBRwQS3Oqyxp6D

# data[].attributes.body
Journeys lead to exploration and discovery

# data[].attributes.body
http://www.nationalgeographic.com/explorers/special-features/10explorers-1question/why-is-it-important-to-explore/

Motivations for exploration and migration

The benefits and consequences of exploration on society

Exploration and discoveries in history

# data[].attributes.body
Research Skills: Formulating Questions, Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting Data, Presenting Research.

Self-Management Skills:

Thinking Skills: Acquisition of knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Dialectical thought, Metacognition.

Social Skills:

Communication Skills: Listening, Speaking, Reading, Writing, Non-verbal, Viewing, Presenting.

# data[].attributes.body
connection
causation
reflection

# data[].attributes.body
money, transport, exploration

# data[].attributes.body
Appreciation

Empathy

Tolerance

# data[].attributes.body
ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

# data[].attributes.body
Strand: Data handling, Measurement, Shape and Space, Number

Phase: 3
Conceptual Understandings:  Data Handling:
1. Data can be collected, organized, displayed and analysed in different ways.
2. Different graph forms highlight different aspects of data more efficiently.
3. Probability can be based on experimental events in daily life.
4. Probability can be expressed in numerical notations.
Shape and Space:
1. Changing the position of a shape does not alter its properties.
2. Shapes can be transformed in different ways.
3. Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations.
Learning Outcomes:
Students will be able to:

Collect and represent a variety of types of data in different types of graphs.

Analyze a variety of information from graphs to determine outcomes for resource allocation.

Analyze information to resolve conflict.

Use standard units and common measurement vocabulary to discuss resource allocation.

Look at distance, paths, regions, and environments as they relate to resources.

Use understanding of patterns to represent and make sense of real-life situations and solve problems

Use their understanding of the base 10 place value system to model, read, write, estimate and compare numbers.

# data[].attributes.body
Inquirers
Risk-Takers
Balanced
Open-minded

# data[].attributes.body
Formative Assessment: Research an explorer - we will have a selection of explorers from various countries for the children to research. Ranging from Shakelton/Hillary through to Tim Peake/Neil Armstrong/Anders Mogensen etc.

Summative Assessment: Using the information they have found out about their explorer, the students will make a stop motion (start with a storyboard) related with this along with a triorama that contemplates our lines of inquiry. This  should show information about them - what motivated them, where did they go, what did they discover, what were the benefits and consequences for both their own country/culture, but also for the country/culture for where they went.

Notes: We are taking a field trip to the Ribe Viking Center and hope to have this influence their learning much.  We also will have the students research the Viking history prior to going to the Viking Center, so that they can ask pertinent questions to the Viking spread and migration.

Notes 2: Their country will be the starting point (bring something special and after research).

# data[].attributes.body
ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 3
Conceptual Understandings: People interpret messages according to their unique experiences and ways of understanding.

Learning Outcomes:
- listen attentively and speak appropiately in small and large group interactions
- follow multi-step directions
- anticipate and predict when listening to text read aloud
- pick out main events and relevant points in oral texts

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 3
Conceptual Understandings: Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.

Learning Outcomes:
- realize that visual information reflects and contributes to the understanding of context
- discuss personal experiences that connect with visual images
- view visual information and show understanding by asking relevant questions and discussion possible meaning

WRITTEN LANGUAGE_ READING
Phase:3
Conceptual Understandings: Different types of text serve different purposes

Learning Outcomes:
- develop personal preferences, selecting books for pleasure and information
- read texts at an appropriate level, independently, confidently and with good understanding
- discuss personality and behaviour of storybook characters, commenting on reason why they might react in particular ways
- make predictions about a story based on their own knowledge and experience; revise or confirm predictions as the story progresses

WRITTEN LANGUAGE_ WRITING
Phase: 3
Conceptual Understandings: Thinking about storybook characters and people in real life helps us to develop characters in our own stories

Learning Outcomes:
- Engage confidently with the process of writing
- Use graphic organizers to plan writing, for example Mind Maps, storyboards
- use familiar aspects of written language with increasing confidence and accuracy, for example spelling patterns, high frequency words, high interest words
- proof read their own writing and make some corrections and improvements

# data[].attributes.body
Cave Art

RESPONDING
Phase: 2
Conceptual Understandings: People communicate ideas, feelings and experiences through the arts.
Learning Outcomes:: Investigate the purposes of artwork from different times, places and a range of cultures including their own
CREATING
Phase: 2
Conceptual Understandings: We can communicate our ideas, feelings and experiences through our artwork.
Learning Outcomes: Combine a variety of formal elements to communicate ideas, feelings and/or experiences.

# data[].attributes.body
Strand: Human and natural environments;
Strand: Continuity and change through time;

Skills:

Formulate and ask questions about the past, the future, places and society (for example, students will express wonderings, show curiosity or ask questions about a person or event of personal significance; express wonderings, show curiosity or ask questions about the natural and physical environment; ask questions to extend understanding of how others have constructed or represented the past, the human and natural environment and society; formulate questions that promote the transfer of knowledge and make connections across their learning.

Use and analyse evidence from a variety of historical, geographical and societal sources: access a broad range of first- and second-hand sources of information such as people, maps, surveys, direct observation, books, museums and libraries;

Orientate in relation to place and time: distinguish between past, present and future time; explore similarities and differences between the past and the present;

Learning outcomes:

use maps and timelines to gather and represent information;

use maps and globes to locate the world’s hemispheres, the world’s continents and oceans;

dentify the chronological steps necessary in making a journey;

identify alternative perspectives on a journey;

demonstrate knowledge of early European explorations;

identify effects of early contact;

analyse factors that influenced exploration;

describe technologies used in a journey,

describe economic and technological exchanges between explorers and aboriginal people;

reflect on a journey he or she has taken and what was learned from it

represent some of the journeys he or she has made.

# data[].attributes.body
Strand: Adventure challenges
Phase: 2
Conceptual Understandings:
- We can apply a range of fundamental movements skills to a variety of activities.
Learning Outcomes:
- Use and adapt basic movement skills (gross and fine motor) in a variety of activities.

# data[].attributes.body
Phase:
Conceptual Understandings:
Learning Outcomes:

# data[].attributes.body
ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 3
Conceptual Understandings:
People interpret messages according to their unique experiences and ways of understanding.
Learning Outcomes:
Retell familiar stories in sequence.
Use language for a variety of personal purpose.
Use language to explain, inquireand compare

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:3
Conceptual Understandings:
Visual texts can expand our database of sources of information
Learning Outcomes:
discuss their own feelings in response to visual message; listen to other responses, realizing people react differently.

WRITTEN LANGUAGE_ READING
Phase: 3
Conceptual Understandings: Applying a range of strategies helps us to read and understand new texts.
Learning Outcomes:
Develop personal preference, select books for pleasure and information.
Realize that there is a difference between fiction and non-fiction and use books for a particular purpose with teacher guidance.

WRITTEN LANGUAGE_ WRITING
Phase: 3
Conceptual Understandings:
The structure of different types of texts include identifiable features
Learning Outcomes:
Write about a range of topics for a variety of purposes using literary forms and structures modelled by the teacher and encountered in reading.
use appropriate writing conventions for example word order.