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Grade 3 - Year Plan - Bonne Terre Preparatory School

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					                 Term Plan for Language                                 Identify main idea/gist of stories, poems, informational         Write about events and experiences
                        Grade 3                                          text                                                             Write messages, notices, signs, captions etc.
                   Term One 2010-2011                                                                                                     Write original endings and beginnings for stories,
    Reading                                                             Listening & Speaking                                               rhymes, songs and limericks
     List the basic components of a story: setting character,                                                                            Write about people, objects, animals( imaginary and real)
                                                                        Identify and discriminate between sounds of the English
      plot, problem, solution                                                                                                             Use punctuation marks correctly
                                                                         Language( silent letters, blends, initial/medial/final
     List purposes of different types of texts                                                                                           Use conventions of capitalization
                                                                         consonants, syllables etc)
     Distinguish different types of literature: poem, fiction,                                                                           Use appropriate subject –verb agreement.
                                                                        Identify different stress, rhythm and intonation patterns
      non-fiction                                                                                                                         Use correct spelling
                                                                        Pronounce words correctly using short and long vowel &
     Use a variety of decoding strategies9 use of dictionary,                                                                            Use editing skills to check for appropriate capitalization/
                                                                         consonant sounds, stress patterns, intonation for various
      language patterns blends, word segmentation, word                                                                                    punctuation marks
                                                                         sentence types; questions, exclamation etc.
      patterns, syllabification, prefixes, suffixes etc.)                                                                                 Check for correct spelling, subject –verb agreement etc.
                                                                        Use proper pronunciation, intonation, modulation etc.
     Use dictionary, thesaurus and word bank to locate                                                                                   Create a different ending for a story read/heard
                                                                        Enunciate words clearly
      meaning of words                                                                                                                    Write complete & clear sentences
                                                                        Observe social courtesies in conversational exchange
     Recognize synonyms, antonyms, homonyms
                                                                        Distinguish between body language that is open &
     Recognize sight words including subject specific words
                                                                         friendly
     Recognize personally significant words in context
                                                                        Give and follow oral instructions/directions effectively
    Critical Reading & Thinking                                          and clearly                                                      Term Two 2010-2011
                                                                        Convey a message accurately and courteously
     Predict content using a variety of text features                  Give news reports and explanations clearly                       Reading
     Establish a purpose for reading                                   Give oral descriptions of character, places, objects
                                                                                                                                          Decode multi-syllable words
     Select and read material appropriate for specific purpose         Respond clearly and appropriately to questions asked
                                                                                                                                          Use different decoding strategies (syllabification, use of
     Use knowledge of print conventions: capitalization, full          Ask questions to obtain information
                                                                                                                                           phonics, familiar orthographic units, word pairs
      stops, commas, exclamation marks                                  Discriminate between fact & opinion, fantasy and reality
                                                                                                                                          Recognize and read complex patterns and
     Use a variety of strategies to monitor understanding              Orally express thoughts/ideas, opinions, freely and               combinations(e.g. ough)
     Respond in writing to text read, heard or viewed                   confidently
                                                                                                                                          Use familiar word families to decode new and unfamiliar
     Read familiar texts and re-tell major content in visual and
                                                                        Writing                                                            words(e.g. words ending with –ight)
      printed text
                                                                                                                                          Read text at grade level fluently; with appropriate
     Keep a journal
                                                                        Identify various forms of writing – stories, descriptions,        intonation, expression and pacing
     Draw conclusions about what they have read
                                                                         poems, letters etc.                                              Use the context of a sentence to determine the meaning
     Distinguish between relevant and irrelevant detail
                                                                        Distinguish among various types of writing (narrative             of an unknown word
     Recall sequence of a narrative                                     and descriptive)                                                 Identify homonyms, homophones, homographs,
     Identify topic sentence of a paragraph                            Write for different purposes (keep a journal/ diary)              synonyms, antonyms encountered in reading
                                                                        Write for different audiences, family, teacher, peers etc.
                                                                                                 1
   Relate prior knowledge to information given in a text to        Distinguish between sentences spoken in standard                 . write sentences that present supporting information and
    make an inference                                                English and Creole                                                details to clarify the topic sentence and further explain
   Use the title, first sentence/paragraph to predict the          Identify errors made with sentence verb agreement in              the main idea of the paragraph
    content of an expository selection                               spoken messages/ oral presentations                              Write a story based on an imagined or real experience
   Use the table of contents, chapter headings, glossary and       Use high frequency words in oral presentations and               Use the basic elements of narrative structure in writing
    index to find information in expository selection                discussions                                                       stories
   Indentify the main idea in an expository piece                  Ask questions to obtain information /clarification               Write complete, clear and coherent sentences
   Distinguish between main idea and supporting                    Retell and explain the meaning of an oral                        Write friendly and personal letters using appropriate
    information in an expository text                                communication or short presentation                               format (address, date , salutation or greeting, body with
   Indicate the contribution of illustrations to a narrative       Make a short planned presentation on a topic                      relevant content and closing)
    selection                                                       Give a factual account presenting information in a logical
   Distinguish between terms related to narrative elements          order                                                        Grammar
    (e.g. setting, plot, character, theme)                          Use standard English in oral presentation                        Correct use of parts of speech
   Identify the speaker in a poem and the narrator in a story      Use subject verb agreement correctly in delivering               Correct use of articles, pronouns and adjectives
   Determine what a character is like based on what on              spoken messages                                                  Correct use of present, past and future tenses
    what the narrator and characters say                            Use appropriate pauses to make meaning clear in an oral          Appropriate use of full stop, question mark, exclamation
   Read over writing to revise it, improve the organization         presentation                                                      mark, commas
    of ideas and edit it                                            Use appropriate tenses in an oral presentation                   Correct use of capital letters
   Distinguish between standard English and Creole                 Use complete and well formed utterances in an oral               Correct spelling of words
                                                                     presentation
    Listening & Speaking                                            Pronounce words correctly using short and long vowel &
   Listen to a poem or other literary selection to identify         consonant sounds, stress patterns, intonation for various         Term Three 2010-2011
    rhyming words, onomatopoeia and determine rhythmic               sentence types; questions, exclamation etc
                                                                    Enunciate words clearly                                          Reading
    pattern
   Listen to follow the chronology of events in an oral         Writing                                                              Read texts at grade level with appropriate fluency,
    report                                                                                                                             intonation, expression and pacing
   Listen to determine the purpose of a short expository           Use words with common prefixes and suffixes                      Read multi-step instructions and directions and follow
    selection                                                        appropriately in writing                                          them
   Listen to determine the main idea of an expository              Use new words learned appropriately in writing                   Read a wide and varied range of narratives appropriate to
    selection                                                       Paraphrase a short selection to show understanding of it          grade level
   Listen to determine the gist of an oral communication           Write a summary of an expository selection                       Read to understand the meaning and purpose of
   Identify the rhyming words in a poem or song                    Organize an expository paragraph around a central idea            different sentence types-declarative, interrogative,
   Identify the common literary strategies used to appeal to       Write the topic sentence for a paragraph                          exclamatory and imperative in selections read
    hearing( alliteration, onomatopoeia)
                                                                                             2
   Identify homonyms, homophones, homographs,                       Distinguish between sentences spoken in standard                          Term Plan for Social Studies
    synonyms, antonyms encountered in reading                         English and Creole                                                                 Grade 3
   Use the table of contents, chapter headings, glossary and        Make a short planned presentation on a topic                                  Term 1 2010-2011
    index to find information in expository selection
   Indentify the main idea in an expository piece                   Writing                                                           St. Lucians - We Are A Very Special People
   Read to distinguish between main idea and supporting                                                                              Ancestry of the people of St. Lucia
                                                                     Write complete, clear and coherent sentences
    information in an expository text                                                                                                 Symbols that are unique to St. Lucia ( flag, coat of arms,
                                                                     Write organized paragraphs that focus on a central idea
   Indicate the contribution of illustrations to a narrative                                                                          national anthem etc)
                                                                      and develop it
    selection                                                                                                                         Our Culture – major festivals, events, customs &
                                                                     Write friendly/personal and formal letters using
   Read over writing to revise it; improve the organization                                                                           practices considered part of our culture
                                                                      appropriate format-address, date, salutation and closing
    of ideas and edit; to correct errors of subject-verb                                                                              From which group of our ancestors did we inherit many
                                                                      and including a body with relevant content
    agreement; to check for correct usage of articles,                                                                                 of our cultural practices?
                                                                     Write stories based on personal or imagined experiences,
    pronouns and adjectives; to check for clarity of sentences                                                                        The importance of these cultural practices to us
                                                                      including setting, characters and a plot
   Read to distinguish between Standard English and Creole                                                                           How can these cultural practices be preserved
                                                                     Write a description of people, places, objects
                                                                                                                                      How are some of these cultural practices changing?
    Listening & Speaking                                             Write a summary of an expository selection
                                                                     Write sentences in which parts of speech, articles and
                                                                                                                                                        Plan trip for La Marguerite festival and
   Listen to a poem or other literary selection to identify          adjectives are used correctly
                                                                                                                                                        Jounen Kweyol (festivals and events)
    rhyming words, onomatopoeia and determine rhythmic               Write complete and well formed sentences that are clear
                                                                                                                                                        Also trip to Morne Fortune or
    pattern                                                           and understandable
                                                                                                                                                        Desmond Skeete Animation Centre)
   Listen to determine the purpose of a short expository            Use different sentence types (declarative, interrogative,
    selection                                                         exclamatory etc) appropriately in writing                       National Pride
   Listen to follow the sequence of ideas or points                 Use the basic elements of narrative structure in writing
    presented in an expository paragraph                              stories                                                         Some things that we St. Lucians are proud of (identify
   Listen to determine the main idea of an expository                                                                                 sites, celebrations, practices, human achievements)
    selection                                                        Grammar                                                          Our national heroes (persons, groups who have
   Listen to follow three and four step directions given                                                                              made/are making special contributions to our
                                                                     Correct use of parts of speech
    orally                                                                                                                             development)
                                                                     Correct use of articles, pronouns and adjectives
   Listen to distinguish between different sentence types                                                                            Identify special days (e.g. Remembrance Day) or
                                                                     Correct use of present, past and future tenses
    and determine their purpose in an oral communication                                                                               observances associated with the recognition of national
                                                                     Appropriate use of full stop, question mark, exclamation
    or planned oral presentation                                                                                                       heroes
                                                                      mark, commas
   Listen to identify errors made with subject and verb                                                                              Suggest actions that people can take to make St. Lucia
                                                                     Correct use of capital letters
    agreement in a spoken message planned oral presentation                                                                            and St. Lucians proud
                                                                     Correct spelling of words
   Identify the common literary strategies used to appeal to
    hearing( alliteration, onomatopoeia)
                                                                                             3
Map skills                                                                  Use examples to illustrate the importance of different         Term Three 2010-2011
                                                                             types of settlements in St. Lucia
        Locate places and describe the location of places using            Explain the difference between emigrate and immigrate;         St. Lucians - We Are A Very Special People
         simple cardinal directions                                          give examples of emigrants and immigrants
        Use a legend to find information from maps and present                                                                            Identity:
                                                                            Give reasons why St. Lucians may choose to emigrate
         information on maps.                                                                                                              Describe the racial composition of the population of St.
        Construct and read simple tables, bar-graphs and flow       Production, Distribution & Consumption:                                Lucia
         charts and time lines (liaise with Math teacher and IT                                                                            Identify tow major causes of population growth in St.
         teacher here)                                                       How do St. Lucians earn a living? Identify main
                                                                              industries in St. Lucia and the goods and services            Lucia
         Term Two 2010-2011                                                   provided by each of these industries                         Governance
                                                                            List the goods and services St. Lucians provide for
         St. Lucians - We Are A Very Special People                          themselves and others                                         The importance of having a government: Explain why
         Identity:                                                          Why do we trade with other countries? Name and locate          every organization and every country needs a
                                                                             places in St. Lucia associated with each main industry         government
        Review national symbols of St. Lucia and the persons               Identify some goods that we export to other countries         Identify the major elements in the selection of a
         who contributed to the creation of these.                          Lists some benefits gained from exporting goods to             government in St. Lucia [democratically elected leaders
        Recite and sing the words of the national anthem; explain           other countries                                                and general elections every five years]
         why and when it is played and sung                                 Identify and classify some goods frequently imported          Associate the functions and responsibilities of
        Recite the words of the national pledge                             into St. Lucia                                                 government and with particular ministers
        State where and on what occasions the national flag is             Explain why St. Lucia must import some goods
         displayed                                                          Suggest benefits of buying local goods                        Human Rights and citizenship
        List ways in which St. Lucians can show respect for our                                                                           Identify some basic human rights applicable to all
         national flag, coat of arms, etc.                              Map skills (continued)
                                                                                                                                            persons in St. Lucia [ right to life, liberty, security, justice,
        Human settlement:                                                   Locate places and describe the location of places using        freedom of expression etc]
                                                                             simple cardinal directions                                    Give examples to illustrate how students can respect the
         Locate the main areas in which St. Lucians have settled;          Use a legend to find information from maps and present         rights of other people in and out of school
          explain the relationship between the location of                   information on maps.                                          predict consequences for other persons and for the
          settlements and topography                                        Construct and read simple tables, bar-graphs and flow          country when people exercise their rights without
        Name the different types of settlements in St. Lucia;               charts and time lines (liaise with Math teacher and IT         consideration of the rights of others
         (towns, village, parish)                                            teacher here)
        Give reasons why are some areas are more populated                                                                                Map skills (continued)
         than others; differentiate between settlements and                                                                                Locate places and describe the location of places using
         districts that have the same name                                                                                                  simple cardinal directions
        Differentiate between rural and urban settlements
                                                                                                    4
   Use a legend to find information from maps and present
    information on maps.
   Construct and read simple tables, bar-graphs and flow
    charts and time lines (liaise with Math teacher and IT
    teacher here)
   Recognize that maps can present various types of
    information[landscape, population, types of settlements,
    political divisions etc]

    Review work done in this subject




                                                               5
           Term Plan for Mathematics                                Geometry                                                          Know and use the relationship between X and  tables
                    Grade 3                                                                                                            e.g. 2 x 6 =12; 12  2 = 6; 12  6 = 2
               Term One 2010-2011                                  Explain what an angle is
                                                                                                                                      Define and use the words ‘pair’, ’ dozen’, ‘score’, ‘gross’
    Review work done in Grade 2                                    Identify the number of sides and angles in plane shapes: -
    Number concepts                                                 rectangle, triangle, square                                        Whole Number Operations
                                                                   Identify solids in real life and in diagrams: spheres,
   Count by 2’s, 5’s, 10’s & 25’s to 100 and beyond                cylinders, cones etc.                                             Add one, two, three & four digit- digit numbers with and
   Identify place value in a two & three-digit number.                                                                                without regrouping
   Explain the difference between place value and total            Graphs                                                            Subtract up to four- digit numerals without & with
    value                                                                                                                              regrouping
                                                                   Read information from pictographs and bar graphs
   Tell the total value of a two & three- digit number                                                                               Multiply a one-digit & two- digit number by 2, 3, 4, & 5
                                                                    where one picture or bar represents one item
   Identify odd & even numbers                                                                                                       Divide a one-digit number by a single digit number
                                                                   Show information on a grid squared paper or given axes
   Read and write numerals in words and figures up to 100                                                                             without remainders
                                                                    by shading the bars
   Write the expanded notation for two & three- digit                                                                                Correctly use expressions such as ‘into’, ‘divided by’,
                                                                    Suggestion: These can be done in Computer classes.
    numbers                                                                                                                            ‘sum’, ‘total’, ‘difference’, ‘product’
   Recall multiplications tables by 2 & 3
                                                                                                                                       Money
    Whole Number Operations
                                                                                                                                      Read and write sums of money up to $999.99
   Add one, two & three- digit numbers with and without            Term Two 2010-2011                                                Read and write sums of money up to the nearest $1.00,
    regrouping                                                                                                                         $10, $100.00
   Subtract two and three- digit numerals without                  Review work done last term                                        Make amounts of money using various combinations of
    regrouping                                                                                                                         notes and coins
                                                                    Number concepts
                                                                                                                                      Calculate the total cost of a set of items
    Fractions                                                      Read and write three and four-digit numbers in words              Calculate the total cost of a of a number of similar items
                                                                    and figures                                                        given the cost of one item
   Explain meaning of numerator and denominator
                                                                   Identify place value in a two & three & four-digit                Calculate change
   Identify proper and improper fractions
                                                                    number.                                                           Solve one and two step problems involving money.
   Identify unit fractions shown in families e.g. ½, ¼, 1/3.
                                                                   Tell the total value of a digit in a three- digit or 4-digit      Use vocabulary relating to spending and buying, e.g.
   Find unit fractions of a group of objects ½ of 20 etc.
                                                                    number                                                             spend purchase, cheap, sale, change, total cost, reduce,
    Measurement                                                    Read and write numerals in words and figures up to 100             expenditure, etc
                                                                   Write the expanded notation three- digit & four- digit
   Estimate length of objects using metres & centimetres           number
   Measure and record lengths of objects using metres and         Recall multiplications tables by 2 & 3, 4, 5 & 6
    centimetres                                                    Build the division tables 2, 3, 4 & 5

                                                                                             6
                                                                    Use the ruler to draw lines and to measure the lengths of        Subtract up to four- digit numerals without & with
                                                                     lines                                                             regrouping
    Fractions (review work done last term)                          Make three- dimensional shapes using paper or card               Multiply a one-digit & two- digit number by 2, 3, 4, & 5
   Find the sum of a set of unit fractions                         Identify and draw lines of symmetry in shapes                    Divide a one-digit, two-digit and three-digit number by a
   Add and subtract fractions with like denominators                                                                                  single digit without and with remainder
                                                                     Graphs                                                           Correctly use expressions such as ‘into’, ‘divided by’,
   Name sets of equivalent fractions through charts and
                                                                                                                                       ‘sum’, ‘total’, ‘difference’, ‘product’
    number lines                                                    Read information from pictographs and bar graphs
                                                                     where one picture or bar represents one item*                     Money
    Measurement                                                     Show information on a grid squared paper or given axes
   Calculate the perimeter of a shape by finding the distance       by shading the bars*                                             Read and write sums of money up to $999.99
    around the shape (review metre and kilometre done last          Prepare a table from information in a pictograph or bar          Read and write sums of money up to the nearest $1.00,
    term)                                                            graph*                                                            $10, $100.00
   Develop a sense of the gram as a unit to measure mass           Draw pictographs and bar graphs from information in a            Make amounts of money using various combinations of
   Estimate the mass of objects using grams or kilograms            table*                                                            notes and coins
   Measure and record the mass of objects using grams or
                                                                     Suggestion: * These may be done in Computer                      Calculate the total cost of a set of items
                                                                     classes.                                                         Calculate the total cost of a of a number of similar items
    kilograms
   Tell time on the hour, half hour, quarter hour, five                                                                               given the cost of one item
    minute intervals                                                                                                                  Calculate change
   Write the correct notation for time on the hour, half            Term Three 2010-2011                                             Solve one and two step problems involving money.
    hour, quarter hour, five minute intervals                                                                                         Use vocabulary relating to spending and buying, e.g.
   Use time vocabulary correctly (a.m., p.m., midday,               Number concepts                                                   spend purchase, cheap, sale, change, total cost, reduce,
    midnight etc.                                                                                                                      expenditure, etc
                                                                    Build the division tables 2, 3, 4 & 5
   Write dates correctly                                                                                                              Fractions (review work done last term)
                                                                    Know and use the relationship between x and  tables
    Use a calendar to check number of days in a month;
                                                                     e.g. 2 x 6 =12; 12  2 = 6; 12  6 = 2
    calculate the length of time from one date to another                                                                             Find the sum of a set of unit fractions
                                                                    Define and use the words ‘pair’, ’ dozen’, ‘score’, ‘gross’
    date within a given month                                                                                                         Add and subtract fractions with like denominators
                                                                    Use the commutative property of + and x
                                                                                                                                      Name sets of equivalent fractions through charts and
    Geometry                                                        define and use the terms ‘dozen’, score’, gross’
                                                                                                                                       number lines
                                                                    round off a 2-digit number to the nearest 10
   Explain an angle                                                                                                                   Measurement
   Identify the number of sides and angles in plane shapes: -       Whole Number Operations (Review all work done in
    rectangle, triangle, square                                      this area)                                                       capacity- estimate the capacity of containers
   Identify solids in real life and in diagrams: spheres,                                                                            Measure and record the capacity of containers using
                                                                    Add one, two, three & four digit- digit numbers with and
    cylinders, cones, cubes, cuboids.                                                                                                  litres, centiliters and milliliters
                                                                     without regrouping
                                                                                            7
   Determine the most appropriate unit of length, mass or          Draw pictographs and bar graphs from information in a            Plants
    capacity to use to measure an item and give reasons for          table*
    answers                                                                                                                          Compare life cycles of different types of plants [plants
   Calculate the perimeter of a shape by finding the distance                                                                        that grow from seed and those that do not]
    around the shape                                                                                                                 Describe using their observations the changes that plants
   Tell time on the hour, half hour, quarter hour, five                     Term Plan for General Science                            undergo in a complete life cycle [germination through to
    minute intervals                                                                   Grade 3                                        flowering, bearing fruits and seeds]
   Write the correct notation for time on the hour, half                        Term One 2010-2011                                  Name plants that grow from rhizomes, bulbs and
    hour, quarter hour, five minute intervals                                                                                         suckers.
                                                                     Life Science: Growth & Development                              Describe, using their observations, how the growth of
   Use time vocabulary correctly (a.m., p.m., midday,
    midnight etc.                                                   Understand the gestation period for humans (nine                 plants is affected by changes in environmental conditions
                                                                     months)                                                          [light, water, warmth].
   Write dates correctly
                                                                    List substances needed for healthy development of the           List adaptations of plants to obtain their needs in the
    Use a calendar to check number of days in a month;
                                                                     baby                                                             environment [Roots for obtaining water, leaves for
    calculate the length of time from one date to another
                                                                    List substances that may contribute to poor development          making food etc].
    date within a given month
                                                                     of the baby(these concepts can be done in HFLE)
    Geometry                                                                                                                          Physical Science: matter
                                                                     Genetics, Evolution and Diversity
   Explain an angle                                                                                                                 List solids, liquids and gases as states of matter
                                                                    Identify vertebrates’ and invertebrates.                        List some physical properties of matter.
   Identify the number of sides and angles in plane shapes: -
    rectangle, triangle, square                                     Give examples of vertebrates and invertebrates                  Determine the physical properties [length, width, height,
   Identify solids in real life and in diagrams: spheres,          Identify flowering and non-flowering plants                      temperature, weight] of matter by using tools such as
    cylinders, cones, cubes, cuboids.                               Give examples of flowering and non-flowering plants.             rulers, thermometers, balances and scales.
   Use the ruler to draw lines and to measure the lengths of       Classification of Animals (Mammals, fish, birds, reptiles,      State the physical changes that matter can undergo [state,
    lines                                                            amphibians)                                                      temperature, shape]
   Make three- dimensional shapes using paper or card                                                                               Define a physical change
                                                                     Other animals:                                                  Give examples of physical changes
   Identify and draw lines of symmetry in shapes
                                                                    Compare and contrast different types of animal life             Recognize that heating and cooling can produce physical
    Graphs (ongoing)                                                 cycles (butterfly, cockroach, fish, lizard etc)                  changes in matter.

   Read information from pictographs and bar graphs                Name and identify structures that enable animals to              Earth and Space: Weather
    where one picture or bar represents one item*                    survive in different environments . (For movement,
                                                                     getting food, feeding, getting air, protection)                 Define weather: - List elements of weather
   Show information on a grid squared paper or given axes
    by shading the bars*                                                                                                             Describe each element of the weather.
   Prepare a table from information in a pictograph or bar                                                                          Name and identify each element used to measure
    graph*                                                                                                                            weather elements.
                                                                                             8
   List and state ways in which weather affects man’s              Construct a model to represent cloud formation                    Forces, Motion & Structure
    activities and the environment.                                 Discuss the useful and harmful effects of wind                   Identify a force as a push or pull by one body on another
                                                                    Design and construct an anemometer to measure wind               Investigate the ways in which different forces e.g.
                                                                     speed                                                             magnetism, static electricity, muscular force, gravitational
    Term Two 2010-2011                                              Design and construct a wind vane to observe wind                  force can change the speed and direction of a moving
                                                                     direction                                                         object
    Life Science: Plants & Animals                                  Name the metric units of measurement used to measure             Observe the effects of magnets on the motion of
                                                                     temperature wind speed and wind direction                         different materials
   Compare life cycles of different types of plants ( those        List ways in which weather affects man’s activities in the       Observe different kinds of motion and indicate whether
    that grow from seeds; those that do not)                         environment                                                       the motion is caused by gravity, static electricity, magnets
   Describe using observation the changes that plants              Use a thermometer to measure temperature                          or applied force, etc.
    undergo in a complete life cycle                                Operationally define rotation, axis, sunrise, sunset, solar      Demonstrate how a magnet works
   Name plants that grow from bulbs, rhizomes and suckers           day                                                              Identify objects that emit heat and light
    ( show live examples if possible)                               Describe patterns of change visible in the sky over time         List forms of energy
   Describe, using observation, how the growth of plants is        Recognize that the length of day and night changes               Identify the sun as the provider of energy for the earth in
    affected by changes in the environmental                         throughout the year                                               the form of heat and light
    conditions(light, water, warmth)                                Demonstrate how movement of the earth causes day and             Understand that organisms need a source of energy to
   List adaptations of plants to obtain their needs in the          night                                                             stay alive and grow
    environment( roots for getting water, leaves for making         Distinguish between day and night sky
    food, etc)                                                      Recognize that the lunar calendar is approximately 28
   Name and identify structures that enable animals to              days
    survive in different environments. (For movement,                                                                                  Term Three 2010-2011
    getting food, feeding, getting air, protection)                  Physical Science: Matter                                          Life Science: Plants & Animals
     (Some of these concepts can be done in Agri.
    Science)                                                        Determine the physical properties [length, width, height,        Compare life cycles of different types of plants ( those
                                                                     temperature, weight] of matter by using tools such as             that grow from seeds; those that do not)
                                                                     rulers, thermometers, balances and scales.                       Describe using observation the changes that plants
                                                                    State the physical changes that matter can undergo [state,        undergo in a complete life cycle
    Earth & Space: Weather
                                                                     temperature, shape]                                              Name plants that grow from bulbs, rhizomes and suckers
   Name and identify instruments used to measure weather           Define a physical change                                          ( show live examples if possible)
    elements                                                        Give examples of physical changes                                Describe, using observation, how the growth of plants is
   Classify clouds types as stratus, cumulus and cirrus based      Recognize that heating and cooling can produce physical           affected by changes in the environmental
    on shape and height                                              changes in matter.                                                conditions(light, water, warmth)
   Predict weather based on cloud types
   Demonstrate how clouds are formed
                                                                                             9
   List adaptations of plants to obtain their needs in the          Identify four types of simple machines [inclined plane,       List emotional characteristics of illness and wellness.
    environment( roots for getting water, leaves for making           wedge, pulley, lever]                                         Explain why good health practices are valuable in
    food, etc)                                                       State why simple machines help us do work                      maintaining wellness
   Name and identify structures that enable animals to                                                                             Identify causes of disease.
    survive in different environments. (For movement,                                                                               Explain ways in which disease causing organisms can be
    getting food, feeding, getting air, protection)                                                                                  transmitted
   define an ecosystem                                                            Term Plan for HFLE                               Practice proper personal health habits for the care and
   identify living & non-living components within an                                   Grade 3                                      protection of self and others from diseases and illnesses.
    ecosystem                                                                      Term One 2010-2011
                                                                                                                                    Name some common childhood diseases
   describe the interaction between living and non-living            Self Awareness
                                                                                                                                    Identify the effects of these diseases
    components in an ecosystem                                       Identify what makes them special and worthwhile
                                                                                                                                    State measures taken to combat some common
   Define consumers and producers                                   Identify ways in which they are worthwhile in the family
                                                                                                                                     childhood diseases, e.g. vaccinations, immunizations etc.
   List and discuss ways in which plants benefit from               Identify ways in which they are worthwhile in the
                                                                                                                                    Develop a personal plan for promoting proper care and
    animals                                                           community
                                                                                                                                     protection of the body.
                                                                     List the importance of friends and groups in performing
                                                                                                                                    Identify persons who are qualified to protect, promote
    Earth & Space: Weather                                            tasks within the community
                                                                                                                                     and safeguard health and well-being. e.g. nurses, dentists,
                                                                     Explain the meaning of belonging, affection, love and
   Name the metric units of measurement used to measure                                                                             doctors, environmental officers etc.
                                                                      security.
    temperature wind speed and wind direction                                                                                        Food & Nutrition
   List ways in which weather affects man’s activities in the        Interpersonal Relationships:
    environment                                                                                                                     Name the different food nutrients
   Use a thermometer to measure temperature                         People who satisfy our needs
                                                                                                                                    Discover that foods contain different nutrients
   Operationally define rotation, axis, sunrise, sunset, solar      Explain the importance of family members
                                                                                                                                    Identify foods necessary for growth and development
    day                                                              Name some needs that are provided within the family
                                                                                                                                    Investigate the importance of water to the body
   Describe patterns of change visible in the sky over time          e.g. love, protection, food, shelter, etc.
                                                                                                                                    List the functions of the parts of the alimentary canal
   Recognize that the length of day and night changes               Name other persons who also help meet their needs of
                                                                                                                                    Explain the process of digestion
    throughout the yesr                                               affection love, security
   Demonstrate how movement of the earth causes day and             Identify factors necessary to maintain good relationship
    night                                                             with different individuals in the family.
   Distinguish between day and night sky                            State ways to show affection and caring towards family
   Recognize that the lunar calendar is approximately 28             members and friends.
    days                                                             State ways in which their needs are displayed.

                                                                      Disease Prevention & Life Style Practice
    Forces, Motion & Structure
   Define a simple machine                                          List physical characteristics of illness and wellness.
                                                                                              10
    Term Two 2010-2011                                               Identify foods necessary for growth and development              Identify individuals who are qualified to
                                                                     Investigate the importance of water to the body                   dispense/administer drugs
    Disease Prevention & Life Style Practices                        List the functions of the parts of the alimentary canal          Explain safety rules in taking medicines
   Identify causes of disease.                                      Explain the process of digestion                                 Safety: Identify injuries/accidents that children
   Explain ways in which disease causing organisms can be           Explain why lack of nutrients can lead to deficiency              experience at home/school and community
    transmitted                                                       diseases                                                         explain the likely consequences of accidents
   Practice proper personal health habits for the care and          List diseases caused by lack of nutrients                        identify simple measures/practices to protect self and
    protection of self and others from diseases and illnesses.       Name and classify foods from plants                               others from accidents /injuries
   Name some common childhood diseases                              List nutrients and corresponding foods necessary for             Describe and demonstrate basic first aid skills for
   Identify the effects of these diseases                            proper function of eyes, growth and development of                common injuries/accidents
   State measures taken to combat some common                        teeth and bones, health skin etc.
    childhood diseases, e.g. vaccinations, immunizations etc.        Monitor foods eaten to encourage healthy living
   Develop a personal plan for promoting proper care and            List the effects of over eating; develop an appreciation          Food & Nutrition
    protection of the body.                                           for eating foods in right amounts
   Identify persons who are qualified to protect, promote           Demonstrate the ability to choose and participate in             Review food nutrients
    and safeguard health and well-being. e.g. nurses, dentists,       physical activities                                              List the functions of the parts of the alimentary canal
    doctors, environmental officers etc.                             Identify factors that influence eating patterns and habits       Explain the process of digestion
   Drugs: explain the meaning of drugs; state the difference         (advertisements, costs, availability, etc.)                      Explain why lack of nutrients can lead to deficiency
    between drugs and medicine                                       Comment on the nutritious value of a typical meal from            diseases
   Describe different forms of drugs (prescription/over the          another culture that they may like (pizza, chicken & fries,      List diseases caused by lack of nutrients
    counter/ illegal etc)                                             etc)                                                             Name and classify foods from plants
   Practice refusal skills for illegal drugs                                                                                          List nutrients and corresponding foods necessary for
                                                                      Term Three 2010-2011
   Predict the consequences of using illegal drugs                                                                                     proper function of eyes, growth and development of
   Name some socially acceptable drugs that can also cause           Disease Prevention & Life Style Practices                         teeth and bones, health skin etc.
    addiction (coffee, alcohol) list the effects of these drugs                                                                        Monitor foods eaten to encourage healthy living
    on our health                                                    Drugs: explain the meaning of drugs; state the difference        List the effects of over eating; develop an appreciation
   Identify individuals who are qualified to                         between drugs and medicine                                        for eating foods in right amounts
    dispense/administer drugs                                        Describe different forms of drugs (prescription/over the         Demonstrate the ability to choose and participate in
   Explain safety rules in taking medicines                          counter/ illegal etc)                                             physical activities
                                                                     Practice refusal skills for illegal drugs                        Identify factors that influence eating patterns and habits
                                                                     Predict the consequences of using illegal drugs                   (advertisements, costs, availability, etc.)
    Food & Nutrition                                                 Name some socially acceptable drugs that can also cause          Comment on the nutritious value of a typical meal from
                                                                      addiction (coffee, alcohol) list the effects of these drugs       another culture that they may like (pizza, chicken & fries,
   Name the different food nutrients                                 on our health                                                     etc)
   Discover that foods contain different nutrients
                                                                                              11
   explain the importance of exercise and nutrition to
    growth
   Explain the value of exercise to the heart, lungs, and
    other parts of the body
   Explain the importance of sufficient rest for growth and
    development

    Sexuality and Sexual Health: Parts of the Body

   Name and identify location of some major internal parts
    of the body (bladder, heart, lungs etc)
   Explain the BASIC function of these parts
   Explain care of these body parts( not smoking, breathing
    in fresh air, exercise, taking lots of fluid etc)
   identify inappropriate displays of affection for
    children(kissing directly on mouth, fondling,
    touching/exposing private parts etc)
   Establish safe touch boundaries
   Identify unsafe interactions/ situations( someone
    touching, asking you to do things etc)
   Predict the likely consequences of some situations and
    interactions
   Respond forcefully and assertively to threatening
    situations
   Identify sources of help when safety is threatened
   Report unsafe situations to a trust worthy person (
    parents, teachers etc)
   Practice refusal/diversion skills(running away, screaming
    etc)




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