Grade 3
2019 Year Plan January
Social Studies Tunisia:
1. Land/Resources/Environment/Climate
● SLO: 3.1.3, 3.2.2
2. Goods and Services
● SLO: 3.1.2, 3.1.4
3. Quality of Life
● SLO: 3.1.2
4. Traditions and Celebrations
● SLO: 3.1.1
5. Rights and Responsibilities
● SLO: 3.2.1, 3.2.2
Skills and Process for Grade 3 including: Dimensions of Thinking, Social Participation as a
Democratic Practice, Research for Deliberative Inquiry and Communication. These skills will
be present throughout the unit as a whole, covering different aspects as different instances.
Science Hearing & Sound:
GLO: 3-9: Describe the nature of sound,
and demonstrate methods for producing
and controlling sound
SLO:
1. Identify examples of vibrations
2. Recognize that sound is the
result of vibration; and
demonstrate that the larger the
vibration, the louder the sound
3. Recognize that there are ways
of measuring the loudness of
sounds and that loud sounds
pose a danger to the ear
4. Recognize that pitch is the result
of differences in the rate of
vibration and predict how a
change in the rate of vibration
will affect a sound
5. Demonstrate a variety of
producing sounds
6. Use sound-producing devices
that the student has constructed
to demonstrate methods for
controlling the loudness, pitch
and quality of sound produced
7. Identify examples that show that
sound can travel through a
variety of materials, including
solids, liquids and air, and that
February March April
Ukraine:
1. Land/Resources/Environment/Climate
● SLO: 3.1.3, 3.2.2
2. Goods and Services
● SLO: 3.1.2, 3.1.4
3. Quality of Life
● SLO: 3.1.2
4. Traditions and Celebrations
● SLO: 3.1.1
5. Rights and Responsibilities
● SLO: 3.2.1, 3.2.2
Skills and Process for Grade 3 including: Dimensions of Thinking, Social Participation as a
Democratic Practice, Research for Deliberative Inquiry and Communication. These skills will be
present throughout the unit as a whole, covering different aspects as different instances.
Building Devices & Testing Designs (two units combined):
GLO: 3-6: Use, safely, a variety of materials and designs, and compare activities
3-7: Construct structures, using a variety of materials and designs, and compare the effectiveness of the various materials and designs for their
intended purposes
SLO:
1. Using a variety of materials and techniques, design, construct and test structures that are intended to:
a. Support objects
b. Span gaps
c. Serve as containers
d. Serve as models of particular living things, objects or buildings
2. Select appropriate materials for use in construction tasks, and explain the choice of materials. Students should demonstrate familiarity with a variety
of materials, such as papers, woods, plastics, clay and metals
3. Select tools that are suitable to particular tasks and materials, and use them safely and effectively
4. Understand and use a variety of methods to join or fasten materials
5. Identify the intended purpose and use of structures to be built and explain how knowing the intended purpose and use helps guide decisions
regarding materials and design
6. Understand that simple designs are often as effective as more complex ones, as well as being easier and cheaper to build, and illustrate this
understanding with a practical example
7. Recognize the importance of good workmanship, and demonstrate growth toward good workmanship
8. Maintain and store materials and tools safely and properly
9. Apply skills of listening, speaking and cooperative decision making in working with other students on a construction project
GLO: 3-8: Evaluate the suitability of different materials and designs for their use in a building task
SLO:
1. Recognize that functional structures must be sufficiently strong and stable and that unstable or weak structures are often unsafe to use
2. Compare and evaluate the strength and stability of different models or objects constructed
3. Described the distinctive properties of some common solids, as as wood, paper or plastic, that make them suitable for use a building materials
4. Apply procedures to test the strength of construction materials, in particular, different sticks of papers, plastics or wood
5. Apply procedures to test different designs
6. Apply procedures to test the strength of different methods of joining
 sound travels in all directions 7. Identify and apply methods for making a structure stronger and more stable
8. Describe how the human ear
senses vibrations
9. Compare that range of hearing
in humans to that in other
animals
10. Recognize that certain sounds
have characteristics that cause
them to be interpreted as
pleasant or unpleasant, and
identify these characteristics
11. Describe changes in hearing
that result from continued
exposure to loud noise and from
the natural process of aging
12. Construct and evaluate different
kinds of sound proofing of aging
13. Explain the role that sound plays
in communication

Math Shape and Space: N/A

GLO: Describe the characteristics of 3-D objects and 2-D shapes and analyze the
relationship among them
SLO: 6. Describe 3-D objects according to the shape of the faces and the number of edges
and vertices
7. Sort regular and irregular polygons, including:
● Triangles
● Quadrilaterals
● Pentagons
● Hexagons
● Octagons
According to the number of sides

Measurement:
GLO: Use direct and indirect measurement to solve problems
SLO: 3. 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 references
● Measuring and recording length, width and height
5. Demonstrate an understanding of perimeter of regular and irregular shapes by:
● Estimating perimeter, using refenents for cm or m
● Measurement and recording perimeter (cm, m)
● Constructing different shapes for a given perimeter (cm, m) to demonstrate
that many shapes are possible for a perimeter
Measurement:
GLO: Use direct and indirect measurement to solve problems
SLO: 4. Demonstrate an understanding of measuring mass (g, kg) by:
● Selecting and justifying referents for the units g and kg
● Modelling and describing the relationship between the units g and kg
● Estimating mass, using referents
● Measuring and recording mass
This is will be covered in the Science Building and Testing Unit.

Writing N/A Narrative Writing:

Reading Strategy: Inferring

Writing Theme: Comics
 Writing Strategy:
1. I do
2. We do
3. You do

GLO:1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences
SLO: 1.1
● Connect prior knowledge and personal experiences with new ideas and information in oral,
print and other media texts
● Choose appropriate forms of oral, print and other media texts for communication and
sharing ideas with others
SLO: 1.2: Clarify and Extend
● Ask for the ideas and observations of others to explore and clarify personal understanding
● Experiment with arranging and recording ideas and information in a variety of ways
GLO: 2. Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts
SLO: 2.1: Use Prior Knowledge
● Identify the main idea or topic and supporting details in simple narrative and expository
passages
SLO: 2.2: Responding to Texts
● Choose a variety of oral, print and other media texts for shared and independent listening,
reading and viewing experiences
● Make inferences about a character’s actions or feelings
SLO: 2.3 Understand Forms, Elements and Techniques
● Identify distinguishing features of a variety of oral, print and other media texts
● Recognize examples of repeated humor, sound and poetic effects that contribute to
audience enjoyment
SLO: 2.4: Create Original Texts
● Experiment with ways of generating and organizing ideas prior to creating oral, print and
other media texts
GLO: 3. Students will listen, speak, read, write, view and represent to manage ideas and information
SLO: 3.3: Organize, Record and Evaluate
● Organize ideas and information, using a variety of strategies, such a clustering,
categorizing and sequencing
GLO: 4. Students will listen, speak, read, write, view and represent to enhance the clarity and artistry
of communication
SLO: 4.1: Enhance and Improve
● Edit for complete and incomplete sentences
● Choose words, language patterns, illustration or sounds to add detail and crate desired
effects in oral, print and other media texts
SLO: 4.2: Attend to Conventions
● Use adjectives and adverbs to add interest and detail to own writing

Physical Winter Olympics (5 periods): Winter Olympics (4 periods):

Would occur on Monday when it is only our class Would occur on Monday when it is only our class
Education GLO: A - Students will acquire skills through a variety of developmentally appropriate GLO: A - Students will acquire skills through a variety of developmentally appropriate movement
movement activities activities
SLO: A3-1: respond to a variety of stimuli to create locomotor sequences SLO: A3-1: respond to a variety of stimuli to create locomotor sequences
 A3-3: respond to a variety of stimuli to create non locomotor sequences
A3-5: demonstrate ways to receive, retain and send an object, using a variety of body
parts and implements; and, perform manipulative skills individually and with others while
using a variety of pathways
A3-11: demonstrate the ability to work together with a teammate/team to achieve a
common activity goal while playing and learning the basic strategies of lead-up games
GLO: B - Students will understand, experience and appreciate the health benefits that result
from physical activity
SLO: B3-3:experience movement involving the components of health-related fitness
GLO: C - Students will interact positively with others
SLO: C3-3: identify and demonstrate etiquette and fair play
C3-4: accept responsibility for assigned role while participating in physical activity
C3-5: display a willingness to share ideas, space and equipment when participating
GLO: D - Students will assume responsibility to lead an active way of life
SLO: D3-1: express willingness to participate regularly in physical education class
D3-3: demonstrate the ability to listen to directions, follow rules and routines, and stay
on task while participating in physical activity
D3-4: demonstrate and participate in safe warm-up and cool-down activities
D3-9: make appropriate movement choices with consideration of safety of personal
space, ability and surrounding environment
A3-3: respond to a variety of stimuli to create non locomotor sequences
A3-5: demonstrate ways to receive, retain and send an object, using a variety of body parts and
implements; and, perform manipulative skills individually and with others while using a variety of
pathways
A3-11: demonstrate the ability to work together with a teammate/team to achieve a common
activity goal while playing and learning the basic strategies of lead-up games
GLO: B - Students will understand, experience and appreciate the health benefits that result from
physical activity
SLO: B3-3:experience movement involving the components of health-related fitness
GLO: C - Students will interact positively with others
SLO: C3-3: identify and demonstrate etiquette and fair play
C3-4: accept responsibility for assigned role while participating in physical activity
C3-5: display a willingness to share ideas, space and equipment when participating
GLO: D - Students will assume responsibility to lead an active way of life
SLO: D3-1: express willingness to participate regularly in physical education class
D3-3: demonstrate the ability to listen to directions, follow rules and routines, and stay on task
while participating in physical activity
D3-4: demonstrate and participate in safe warm-up and cool-down activities
D3-9: make appropriate movement choices with consideration of safety of personal space,
ability and surrounding environment

Floor Hockey: (see SLO’s above) Soccer: (see SLO’s above)

GLO: A GLO: A
SLO: A3-1 SLO: A3-1
A3-3 A3-3
A3-5: A3-5
A3-10: perform and play lead-up games and demonstrate elements of space A3-10: perform and play lead-up games and demonstrate elements of space awareness, effort
awareness, effort and relationship and relationship
A3-11 A3-11
GLO: B GLO: B
SLO: B3-3 SLO: B3-3
B3-7: describe the changes that take place in the body during physical activity B3-7: describe the changes that take place in the body during physical activity
GLO: C GLO: C
SLO: C3-1: describe and demonstrate respectful communication skills appropriate to context SLO: C3-1: describe and demonstrate respectful communication skills appropriate to context
C3-3 C3-3
C3-4 C3-4
C3-5 C3-5
GLO: D GLO: D
SLO: D3-1 SLO: D3-1
D3-3 D3-3
D3-4 D3-4
D3-7: identify ways to change an activity to make it a challenge based on personal D3-7: identify ways to change an activity to make it a challenge based on personal abilities
abilities D3-9
D3-9

Art Cultural Art/Valentines Day: Pencil Drawings/Tracing:

1. Winter 1. First day of Spring
2. Valentines Cards 2. Animals
3. Groundhog Day 3. St. Patrick’s Day
4. Winter Olympics 4. Easter
GLO: 2. Assessment: Students will assess the visual qualities of objects
SLO: C. Materials should be used honestly
E. Useful objects can be derived from designs in nature
GLO: 4. Main forms and Proportions: students will perfect form and develop more realistic
treatments
SLO: E. Landscapes can show middle ground, background and foreground
GLO: 7. Emphasis: students will create emphasis by the treatment of forms and qualities
SLO: A. the centre of interest can be made prominent by contrasting its size, shape, colour or
texture from the other parts in the composition
C. Details, accents and outlines will enhance the dominant area or thing
GLO: 10 (i). Purpose 1: students will record or document activities, people and discoveries
SLO: B. Special events, such as field trips, visits and festive occasions can be recorded
visually
E. Local and provincial events can be recorded visually
Purpose 3: Students will decorate itesm personally created
SLO: A: details, patterns or textures can be added to two-dimensional works
Purpose 4: Students will express a feeling or a message
SLO: B. specific messages, beliefs and interested can be interpreted visually or symbolized
GLO: 10(iii): Media and Techniques: students will use media and techniques, with an
emphasis on mixing media and perfecting techniques in drawing, painting, printmaking,
sculpture, fabrics arts, photography and technographic arts
SLO: A. Drawing
B. Painting
C. Printmaking
GLO: 2. Assessment: Students will assess the visual qualities of objects
SLO: C. Materials should be used honestly
E. Useful objects can be derived from designs in nature
GLO: 4. Main forms and Proportions: students will perfect form and develop more realistic treatments
SLO: E. Landscapes can show middle ground, background and foreground
GLO: 7. Emphasis: students will create emphasis by the treatment of forms and qualities
SLO: A. the centre of interest can be made prominent by contrasting its size, shape, colour or texture
from the other parts in the composition
C. Details, accents and outlines will enhance the dominant area or thing
GLO: 10 (i). Purpose 1: students will record or document activities, people and discoveries
SLO: B. Special events, such as field trips, visits and festive occasions can be recorded visually
E. Local and provincial events can be recorded visually
Purpose 3: Students will decorate itesm personally created
SLO: A: details, patterns or textures can be added to two-dimensional works
Purpose 4: Students will express a feeling or a message
SLO: B. specific messages, beliefs and interested can be interpreted visually or symbolized
GLO: 10(iii): Media and Techniques: students will use media and techniques, with an emphasis on
mixing media and perfecting techniques in drawing, painting, printmaking, sculpture, fabrics arts,
photography and technographic arts
SLO: A. Drawing
B. Painting
C. Printmaking