The Grade 3 program is planned based on the learning outcomes of grade 2. At My Learning Oasis, teachers plan an integrated learning program based on the following subjects.
The Arts
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Strand: Dance
Learning outcome: Students in Grade 3 will develop or extend understanding of the body, space, time, energy and relationship through participation in various dance experiences (e.g., exploring movement and pattern forms), with particular emphasis on time and energy.
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Strand: Drama
Learning outcome: Students in Grade 3 will develop or extend understanding of the following concepts through participation in various drama experiences.
ELEMENTS OF DRAMA
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• role/character: adopting the attitude/point of view of a number of different fictional characters, dialogue
• relationship: listening and responding in role to other characters in role
• time and place: establishing a clear setting
• tension: identifying factors that contribute to mystery or tension in a drama
• focus and emphasis: identifying the central theme and/or problem in a drama
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Strand: Music
Learning outcome: In Grade 3, students will build on their knowledge of the elements of music and related musical concepts that were introduced in Grades 1 and 2. Students will develop understanding of musical concepts through participation in various musical experiences (e.g., listening, singing, moving, simple instrumental playing, playing with musical manipulatives). They will also continue to use non-traditional forms of notation (e.g., simple rhythmic notation symbols, simple visual prompts).
Strand: Visual Art
Learning outcome: In addition to the concepts introduced in Grades 1 and 2, students will develop understanding of line, shape and form, space, color, texture, and value, through participation in a variety of hands-on, open-ended visual arts experiences.
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Language
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Strand: Oral Communication and Media Literacy
Learning outcome: Grade 3 students should have access to oral, print, and media texts that require more background knowledge, that allow them to explore new ideas and information and more complex and technical topics, and that may require more interpretation and inference. Oral texts such as plays, presentations, large- and small-group discussions, peer conferences, and oral storytelling; print texts such as adventure stories, chapter books, fables, instructions, letters, and longer picture books; and media texts such as magazines, video clips, comic strips, maps, storyboards, and photographs provide a variety of sources to motivate and engage diverse groups of students. Appropriate print texts for guided instruction and independent reading would include vocabulary that is specific to content; more symbolic or abstract themes; complex sentences with many multisyllabic and technical words; and a variety of organizational features such as tables of contents, glossaries, indexes, diagrams, and chapter titles. Grade 3 readers will need to develop the ability to retain and recall information to support comprehension of the text over several days.
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Math
Strand: Social Emotional Learning
Learning outcome: To learn about positive motivation, students will use a variety of tools and strategies in spatial sense as they try different non-standard units to measure the area of a table top, adjusting as they go in order to reach a solution.
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Strand: Number
Learning outcome: Students work with numbers up to 10,000 and are introduced to decimals. They learn how decimal numbers are used in life, such as taking a person’s temperature on a thermometer and when making and recording precise measurements. Students will begin to divide two- and three-digit whole numbers by one-digit whole number and are expected to know multiplication facts from 1 × 1 to 10 × 10. They also begin to solve problems that require more than one operation with whole numbers.
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Strand: Algebra
Learning outcome: Students build their knowledge of patterning as they begin to classify patterns as repeating or increasing. They also begin to determine the values that make algebraic statements true – for example, if n + 3 = 10, then n must be 7. Students learn to write and read code to create geometric designs. They will also use the modelling process to analyze and create solutions for real-life situations, such as raising money through a walk-a-thon.
Strand: Data
Learning outcome: Students continue to develop an understanding of data as students collect, organize and display two or more data sets using frequency tables and multiple-bar graphs. Students begin to learn how to create an infographic, so that they can tell a story about data.
Strand: Spatial Sense
Learning outcome: Students learn the characteristics and properties of a rectangle, one of the most common shapes in our everyday life. Students learn how to determine the area of a rectangle and the relationship between the various units in the metric system – a measurement system used throughout Canada and most of the world.
Strand: Financial Literacy
Learning outcome: Students learn that there are different ways to pay for goods and services. Students also learn how consumers determine whether an item is good value for the price.
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Science
Strand: Growth and Changes in Animals
Learning outcome: In this unit, students will learn how plants have distinct characteristics. They will learn and explore similarities and differences among various types of plants. Students will understand that plants are the primary source of food for humans and they need to protect plants and their habitats. Students will also inquire how plants are important to the planet.
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Strand: Strong and Stable Structures
Learning outcome: In this unit, students will learn how a structure has both form and function. They will understand how structures are affected by forces acting on them. Students will build different structures to inquire and learn that structures need to be strong and stable to be useful.
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Strand: Forces Causing Movement
Learning outcome: In this unit, students will learn that there are several types of forces that cause movement. They will inquire forces to understand how forces cause objects to speed up, slow down, or change direction through direct contact or through interaction at a distance. Students will investigate how forces in nature, such as high winds or water, can have a significant impact on humans and the environment, and need to be regarded with respect.
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Strand: Soils In The Environment
Learning outcome: In this unit, students will learn how soil is made up of living and non-living things. They will understand why the composition, characteristics, and condition of soil determine its capacity to sustain life. Students will investigate soil as an essential source of life and nutrients for many living things. They will also explore and learn how living things, including humans, interact with soils and causing positive or negative changes.
Social Studies
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Strand: Communities in Canada
Learning outcome: Students are introduced to some of the diverse communities that existed in Canada between approximately 1780 and 1850. Students will explore what life was like for different groups of people during that time period and will compare the lives of these people to those of present-day Canadians. They will use primary sources such as journals, letters, maps, and paintings to investigate how people in early Canada responded to challenges in their lives.
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Strand: Living and Working in Ontario
Learning outcome: Students will learn about the physical and municipal regions of Ontario. They will explore the relationship between the natural environment, land use, and employment opportunities, and how different uses of land and resources affect the environment. Students will continue to develop their spatial skills, extracting information from graphs, globes, and maps, constructing print and digital maps, and using mapping programs to help them determine the relationship between the environment and land use in both the past and the present.
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Health and Physical Education
Strand: Social-Emotional Learning Skills
Learning outcome: Throughout Grade 3, in order to promote overall health and well-being, positive mental health, and the ability to learn, build resilience, and thrive, students will apply a range of social-emotional learning skills as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.
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Strand: Active Living
Learning outcome: Students participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of how physical activity can be incorporated into their daily lives. Students also develop an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living. Students demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.
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Strand: Movement Competence
Learning outcome: Students perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities. Students get opportunities to apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.
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Strand: Healthy Living
Learning outcome: Students develop an understanding of factors that contribute to healthy development and also demonstrate the ability to apply health knowledge and social-emotional learning skills to make reasoned decisions and take appropriate actions relating to their personal health and wellbeing.Students shows the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
French
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Strand: Listening
Learning outcome: Students will listen to understand in order to determine meaning in a variety of oral French texts, using appropriate listening strategies. They will also listen to interact to interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences. Students will demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
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Strand: Speaking
Learning outcome: Students will speak to communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. They will also speak to participate in spoken interactions in French for a variety of purposes with diverse audiences. Students, in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
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Strand: Reading
Learning outcome: Students will determine meaning in a variety of French texts, using a few reading comprehension strategies; While reading, students will identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms. Students demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
Strand: Writing
Learning outcome: Students write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively. Students use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively. In their written work, students demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
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International Language
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Strand: Listening
Learning outcome: Students will listen to understand in order to determine meaning in a variety of oral International language texts, using appropriate listening strategiesThey will also listen to interact to interpret messages accurately while interacting in International language for a variety of purposes and with diverse audiences. Students will demonstrate an understanding of information in oral International language texts about aspects of culture in diverse International language-speaking communities and other communities around the world, and of International language sociolinguistic conventions used in a variety of situations and communities.
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Strand: Speaking
Learning outcome: Students will speak to communicate information and ideas orally in International language, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. They will also speak to participate in spoken interactions in International language for a variety of purposes with diverse audiences. Students, in their spoken communications, demonstrate an awareness of aspects of culture in diverse International language-speaking communities and other communities around the world, and of the appropriate use of International language sociolinguistic conventions in a variety of situations.
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Strand: Reading
Learning outcome: Students will determine meaning in a variety of International language texts, using a few reading comprehension strategies; While reading, students will identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms. Students demonstrate an understanding of information in International language texts about aspects of culture in diverse International language-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
Strand: Writing
Learning outcome: Students write in International language in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively. Students use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively. In their written work, students demonstrate an awareness of aspects of culture in diverse International language-speaking communities and other communities around the world, and of the appropriate use of International language sociolinguistic conventions in a variety of situations.
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