Ministry of Education
Curriculum Expectations
GRADE 3
for
English Language
Mathematics
Science and Technology
Social Studies
Health & Physical Education
The Arts
2005
English Language Expectations
Grade 03
Writing
Overall
OverallExpectations
Expectations
3e1
• communicate ideas and information for specific purposes and to specific
audiences (e.g., write a notice for a community newspaper advertising an
upcoming school event);
3e2
• write materials that show a growing ability to express their points of view and
to reflect on their own experiences (e.g., journal notes);
3e3
• organize information into short paragraphs that contain a main idea and
related details;
3e4
• begin to use compound sentences and use sentences of varying length;
3e5
• produce pieces of writing using a variety of forms (e.g., simple research
reports, letters, stories, poems);
3e6
• use materials from other media (e.g., sketches) to enhance their writing;
3e7
• revise and edit their work, using feedback from the teacher and their peers;
3e8
• proofread and correct their final drafts;
3e9
• use and spell correctly the vocabulary appropriate for this grade level;
3e10 • use correctly the conventions (spelling, grammar, punctuation, etc.) specified
for this grade level (see below).
Grammar
Grammar
3e11 – use correct subject-verb agreement;
3e12 – correctly use nouns, verbs, adjectives, and adverbs;
3e13 – use irregular plurals correctly (e.g., deer, loaves, children);
Punctuation
Punctuation
3e14 – use the apostrophe in common contractions (e.g., can’t, I’ll);
3e15 – use exclamation marks appropriately;
Spelling
Spelling
3e16 – use phonics and memorized spelling rules (e.g., some verbs ending with a
consonant double the consonant before ed or ing: stop/stopped,
signal/signalling) to increase accuracy in spelling;
– use a variety of sources (e.g., dictionary, word lists, computer) to check the
spelling of unfamiliar words;
3e18 – use abbreviations to spell frequently used words (e.g., Mister/Mr.);
3e19 – divide words into syllables;
Word
WordUse
Useand
andVocabulary
VocabularyBuilding
Building
3e20 – use common prefixes and suffixes;
3e21 – use compound words;
3e22 – introduce new words from their reading into their writing;
3e23 – choose words that are most appropriate for their purpose (e.g., to express a
feeling);
3e24 – use a dictionary to expand vocabulary;
Visual
VisualPresentation
Presentation
3e25 – accurately use titles and subheadings as organizers;
3e26 – use visual material to reinforce a message (e.g., a photograph of an object
they are describing);
3e27 – select and correctly use the format suited to their purpose for writing (e.g.,
letter, e-mail, chart);
3e28 – print legibly and begin to use cursive writing.
Ministry of Education
English Language Expectations
Grade 03
Reading
Overall
OverallExpectations
Expectations
3e29 • read a variety of fiction and non-fiction materials (e.g., chapter books,
children’s reference books) for different purposes;
3e30 • read aloud, speaking clearly and with expression;
3e31 • read independently, using a variety of reading strategies;
3e32 • express clear responses to written materials, relating the ideas in them to
their own knowledge and experience and to ideas in other materials that they
have read;
3e33 • select material that they need from a variety of sources;
3e34 • understand the vocabulary and language structures appropriate for this grade
level;
3e35 • use conventions of written materials to help them understand and use the
materials.
Reasoning
Reasoningand
andCritical
CriticalThinking
Thinking
3e36 – identify and restate the main idea in a piece of writing, and cite supporting
details;
3e37 – identify and describe some elements of stories (e.g., plot, central idea,
characters, setting);
3e38 – distinguish between fact and fiction;
3e39 – begin to make inferences while reading;
3e40 – use familiar vocabulary and the context to determine the meaning of a
passage containing unfamiliar words;
3e41 – begin to develop their own opinions by considering some ideas from various
written materials;
Understanding
Understandingof
ofForm
Formand
andStyle
Style
3e42 – identify and describe different forms of writing (e.g., poems, stories, plays);
3e43 – use their knowledge of the organization and characteristics of different forms
of writing as a guide before and during reading (e.g., chapters in an adventure
story often end with a cliffhanger; menus usually list the items of food on the
left and the price of each item on the right);
Knowledge
Knowledgeof
ofLanguage
LanguageStructures
Structures
3e44 – use their knowledge of word order in oral and written language to determine
the meaning of sentences;
3e45 – use basic grammatical relationships to help them understand what they read
(e.g., the relationship between nouns and pronouns and between nouns and
verbs);
Vocabulary
VocabularyBuilding
Building
3e46 – use a variety of strategies to determine the meaning of unfamiliar words
(e.g., use the context, break the word into syllables or other recognizable units,
use a dictionary, use phonics);
3e47 – understand frequently used specialized terms in different subject areas (e.g.,
science, mathematics);
Use
Useof
ofConventions
Conventions
3e48 – use punctuation to help them understand what they read (e.g., exclamation
mark, quotation marks);
3e49 – identify various conventions of formal texts and use them to find information
(e.g., table of contents, chapter titles, headings, index, glossary, charts,
graphs).
Ministry of Education
English Language Expectations
Grade 03
Oral and Visual Communication
Overall
OverallExpectations
Expectations
3e50 • communicate messages, and follow and give directions for a variety of
activities and events;
3e51 • listen to discussions and ask questions to clarify meaning;
3e52 • retell stories, demonstrating an understanding of basic story structure and
including information about characters, action, and story ending;
3e53 • talk about characters and situations in stories, and information and ideas in
non-fiction materials;
3e54 • apply the rules for working with others;
3e55 • view, read, and listen to media works that convey messages or information
and talk about what they have learned;
3e56 • create a variety of simple media works;
3e57 • use the conventions (e.g., sentence structure) of oral language, and of the
various media, that are appropriate to the grade (see below);
Use
Useof
ofWords
Wordsand
andOral
OralLanguage
LanguageStructures
Structures
3e58 - use linking words such as although, instead of, and so that to organize and
clarify ideas in speech;
3e59 - rephrase to clarify their ideas (e.g., what I meant was, when I think about);
3e60 - speak on a variety of topics in classroom discussions using some
specialized language (e.g., metres in measurement), and select words
carefully to convey their intended meaning;
Non-verbal
Non-verbalCommunication
CommunicationSkills
Skills
3e61 – use appropriate volume, tone of voice, gestures, and stance when speaking,
making a presentation, or reading aloud;
3e62 – use pauses and repetition effectively for emphasis in speech;
Group
GroupSkills
Skills
3e63 – contribute ideas appropriate to the topic in group discussion and listen to the
ideas of others;
Media
MediaCommunication
CommunicationSkills
Skills
3e64 – identify basic elements of text (e.g., size of print) and basic techniques (e.g.,
different tones of voice in audio productions) that help convey the message in
print and media materials;
3e65 – use basic terminology (e.g., close-up, low angle) to discuss visual images in
print and electronic media;
3e66 – create simple media works (e.g., create a series of shots using a still video
camera or still camera and then display them for the class).
Ministry of Education
Mathematics Expectations
Revised 2005
Page 1
Grade 03
Mathematical
Mathematical Process
Process Expectations
Expectations
Problem Solving
3m1
• apply developing problem-solving strategies as they pose and solve
problems and conduct investigations, to help deepen their mathematical
understanding;
Reasoning And Proving
3m2
• apply developing reasoning skills (e.g., pattern recognition, classification) to
make and investigate conjectures (e.g., through discussion with others);
Reflecting
3m3
• demonstrate that they are reflecting on and monitoring their thinking to help
clarify their understanding as they complete an investigation or solve a
problem (e.g., by explaining to others why they think their solution is correct);
Selecting Tools and Computational Strategies
3m4
• select and use a variety of concrete, visual, and electronic learning tools
and appropriate computational strategies to investigate mathematical ideas
and to solve problems;
Connecting
3m5
• make connections among simple mathematical concepts and procedures,
and relate mathematical ideas to situations drawn from everyday contexts;
Representing
3m6
• create basic representations of simple mathematical ideas (e.g., using
concrete materials; physical actions, such as hopping or clapping; pictures;
numbers; diagrams; invented symbols), make connections among them,
and apply them to solve problems;
Communicating
3m7
• communicate mathematical thinking orally, visually, and in writing, using
everyday language, a developing mathematical vocabulary, and a variety of
representations.
Number
Number Sense
Sense and
and Numeration
Numeration
Overall Expectations
3m8
3m9
3m10
• read, represent, compare, and order whole numbers to 1000, and use
concrete materials to represent fractions and money amounts to $10;
• demonstrate an understanding of magnitude by counting forward and
backwards by various numbers and from various starting points;
• solve problems involving the addition and subtraction of single- and
multi-digit whole numbers, using a variety of strategies, and demonstrate an
understanding of multiplication and division.
Quantity Relationships
3m11
3m12
3m13
3m14
3m15
3m16
– represent, compare, and order whole numbers to 1000, using a variety of
tools (e.g., base ten materials or drawings of them, number lines with
increments of 100 or other appropriate amounts);
– read and print in words whole numbers to one hundred, using meaningful
contexts (e.g., books, speed limit signs);
– identify and represent the value of a digit in a number according to its
position in the number (e.g., use base ten materials to show that the 3 in
324 represents 3 hundreds);
– compose and decompose three-digit numbers into hundreds, tens, and
ones in a variety of ways, using concrete materials (e.g., use base ten
materials to decompose 327 into 3 hundreds, 2 tens, and 7 ones, or into 2
hundreds, 12 tens, and 7 ones);
– round two-digit numbers to the nearest ten, in problems arising from
real-life situations;
– represent and explain, using concrete materials, the relationship among
the numbers 1, 10, 100, and 1000, (e.g., use base ten materials to represent
the relationship between a decade and a century, or a century and a
millennium);
Ministry of Education
Mathematics Expectations
3m17
– divide whole objects and sets of objects into equal parts, and identify the
parts using fractional names (e.g., one half; three thirds; two fourths or two
quarters), without using numbers in standard fractional notation;
3m18
– represent and describe the relationships between coins and bills up to $10
(e.g., "There are eight quarters in a toonie and ten dimes in a loonie.");
– estimate, count, and represent (using the $ symbol) the value of a
collection of coins and bills with a maximum value of $10;
– solve problems that arise from real-life situations and that relate to the
magnitude of whole numbers up to 1000 (Sample problem: Do you know
anyone who has lived for close to 1000 days? Explain your reasoning.).
3m19
3m20
Page 2
Grade 03
Counting
3m21
3m22
– count forward by 1's, 2's, 5's, 10's, and 100's to 1000 from various starting
points, and by 25's to 1000 starting from multiples of 25, using a variety of
tools and strategies (e.g., skip count with and without the aid of a calculator;
skip count by 10's using dimes);
– count backwards by 2's, 5's, and 10's from 100 using multiples of 2, 5,
and 10 as starting points, and count backwards by 100's from 1000 and any
number less than 1000, using a variety of tools (e.g., number lines,
calculators, coins) and strategies.
Operational Sense
3m23
3m24
3m25
3m26
3m27
3m28
– solve problems involving the addition and subtraction of two-digit numbers,
using a variety of mental strategies (e.g., to add 37 + 26, add the tens, add
the ones, then combine the tens and ones, like this: 30 + 20 = 50, 7 + 6 =
13, 50 + 13 = 63);
– add and subtract three-digit numbers, using concrete materials,
student-generated algorithms, and standard algorithms;
– use estimation when solving problems involving addition and subtraction,
to help judge the reasonableness of a solution;
– add and subtract money amounts, using a variety of tools (e.g., currency
manipulatives, drawings), to make simulated purchases and change for
amounts up to $10 (Sample problem:You spent 5 dollars and 75 cents on
one item and 10 cents on another item. How much did you spend in total?);
– relate multiplication of one-digit numbers and division by one-digit divisors
to real-life situations, using a variety of tools and strategies (e.g., place
objects in equal groups, use arrays, write repeated addition or subtraction
sentences) (Sample problem: Give a real-life example of when you might
need to know that 3 groups of 2 is 3 x 2.);
– multiply to 7 x 7 and divide to 49 ÷ 7, using a variety of mental strategies
(e.g., doubles, doubles plus another set, skip counting).
Measurement
Measurement
Overall Expectations
3m29
3m30
• estimate, measure, and record length, perimeter, area, mass, capacity,
time, and temperature, using standard units;
• compare, describe, and order objects, using attributes measured in
standard units.
Attributes, Units, and Measurement Sense
3m31
3m32
3m33
– estimate, measure, and record length, height, and distance, using
standard units (i.e., centimetre, metre, kilometre) (Sample problem: While
walking with your class, stop when you think you have travelled one
kilometre.);
– draw items using a ruler, given specific lengths in centimetres (Sample
problem: Draw a pencil that is 5 cm long);
– read time using analogue clocks, to the nearest five minutes, and using
digital clocks (e.g., 1:23 means twenty-three minutes after one o'clock), and
represent time in 12-hour notation;
Ministry of Education
Mathematics Expectations
3m34
– estimate, read (i.e., using a thermometer), and record positive
temperatures to the nearest degree Celsius (i.e., using a number line; using
appropriate notation) (Sample problem: Record the temperature outside
each day using a thermometer, and compare your measurements with those
reported in the daily news.);
3m35
– identify benchmarks for freezing, cold, cool, warm, hot, and boiling
temperatures as they relate to water and for cold, cool, warm, and hot
temperatures as they relate to air (e.g., water freezes at 0°C; the air
temperature on a warm day is about 20°C, but water at 20°C feels cool);
– estimate, measure, and record the perimeter of two-dimensional shapes,
through investigation using standard units (Sample problem: Estimate,
measure, and record the perimeter of your notebook.);
– estimate, measure (i.e., using centimetre grid paper, arrays), and record
area (e.g., if a row of 10 connecting cubes is approximately the width of a
book, skip counting down the cover of the book with the row of cubes [i.e.,
counting 10, 20, 30, ...] is one way to determine the area of the book cover);
– choose benchmarks for a kilogram and a litre to help them perform
measurement tasks;
– estimate, measure, and record the mass of objects (e.g., can of apple
juice, bag of oranges, bag of sand), using the standard unit of the kilogram
or parts of a kilogram (e.g., half, quarter);
– estimate, measure, and record the capacity of containers (e.g., juice can,
milk bag), using the standard unit of the litre or parts of a litre (e.g., half,
quarter).
3m36
3m37
3m38
3m39
3m40
Page 3
Grade 03
Measurement Relationships
3m41
3m42
3m43
3m44
3m45
3m46
– compare standard units of length (i.e., centimetre, metre, kilometre) (e.g.,
centimetres are smaller than metres), and select and justify the most
appropriate standard unit to measure length;
– compare and order objects on the basis of linear measurements in
centimetres and/or metres (e.g., compare a 3 cm object with a 5 cm object;
compare a 50 cm object with a 1 m object) in problem-solving contexts;
– compare and order various shapes by area, using congruent shapes (e.g.,
from a set of pattern blocks or Power Polygons) and grid paper for
measuring (Sample problem: Does the order of the shapes change when
you change the size of the pattern blocks you measure with?);
– describe, through investigation using grid paper, the relationship between
the size of a unit of area and the number of units needed to cover a surface
(Sample problem: What is the difference between the numbers of squares
needed to cover the front of a book, using centimetre grid paper and using
two-centimetre grid paper?);
– compare and order a collection of objects, using standard units of mass
(i.e., kilogram) and/or capacity (i.e., litre);
– solve problems involving the relationships between minutes and hours,
hours and days, days and weeks, and weeks and years, using a variety of
tools (e.g., clocks, calendars, calculators).
Geometry
Geometry and
and Spatial
Spatial Sense
Sense
Overall Expectations
3m47
3m48
3m49
• compare two-dimensional shapes and three-dimensional figures and sort
them by their geometric properties;
• describe relationships between two-dimensional shapes, and between
two-dimensional shapes and three-dimensional figures;
• identify and describe the locations and movements of shapes and objects.
Geometric Properties
3m50
– use a reference tool (e.g., paper corner, pattern block, carpenter's square)
to identify right angles and to describe angles as greater than, equal to, or
less than a right angle (Sample problem: Which pattern blocks have angles
bigger than a right angle?);
Ministry of Education
Mathematics Expectations
3m51
– identify and compare various polygons (i.e., triangles, quadrilaterals,
pentagons, hexagons, heptagons, octagons) and sort them by their
geometric properties (i.e., number of sides; side lengths; number of interior
angles; number of right angles);
3m52
– compare various angles, using concrete materials and pictorial
representations, and describe angles as bigger than, smaller than, or about
the same as other angles (e.g., "Two of the angles on the red pattern block
are bigger than all the angles on the green pattern block.");
– compare and sort prisms and pyramids by geometric properties (i.e.,
number and shape of faces, number of edges, number of vertices), using
concrete materials;
– construct rectangular prisms (e.g., using given paper nets; using
Polydrons), and describe geometric properties (i.e., number and shape of
faces, number of edges, number of vertices) of the prisms.
3m53
3m54
Page 4
Grade 03
Geometric Relationships
3m55
3m56
3m57
3m58
3m59
– solve problems requiring the greatest or least number of two-dimensional
shapes (e.g., pattern blocks) needed to compose a larger shape in a variety
of ways (e.g., to cover an outline puzzle) (Sample problem: Compose a
hexagon using different numbers of smaller shapes.);
– explain the relationships between different types of quadrilaterals (e.g., a
square is a rectangle because a square has four sides and four right angles;
a rhombus is a parallelogram because opposite sides of a rhombus are
parallel);
– identify and describe the two-dimensional shapes that can be found in a
three-dimensional figure (Sample problem: Build a structure from blocks,
toothpicks, or other concrete materials, and describe it using geometric
terms, so that your partner will be able to build your structure without seeing
it.);
– describe and name prisms and pyramids by the shape of their base (e.g.,
rectangular prism, square-based pyramid);
– identify congruent two-dimensional shapes by manipulating and matching
concrete materials (e.g., by translating, reflecting, or rotating pattern blocks).
Location and Movement
3m60
3m61
3m62
– describe movement from one location to another using a grid map (e.g., to
get from the swings to the sandbox, move three squares to the right and two
squares down);
– identify flips, slides, and turns, through investigation using concrete
materials and physical motion, and name flips, slides, and turns as
reflections, translations, and rotations (e.g., a slide to the right is a
translation; a turn is a rotation);
– complete and describe designs and pictures of images that have a vertical,
horizontal, or diagonal line of symmetry (Sample problem: Draw the missing
portion of the given butterfly on grid paper.).
Patterning
Patterning and
and Algebra
Algebra
Overall Expectations
3m63
3m64
• describe, extend, and create a variety of numeric patterns and geometric
patterns;
• demonstrate an understanding of equality between pairs of expressions,
using addition and subtraction of one- and two-digit numbers.
Patterns and Relationships
3m65
3m66
– identify, extend, and create a repeating pattern involving two attributes
(e.g., size, colour, orientation, number), using a variety of tools (e.g., pattern
blocks, attribute blocks, drawings) (Sample problem: Create a repeating
pattern using three colours and two shapes.);
– identify and describe, through investigation, number patterns involving
addition, subtraction, and multiplication, represented on a number line, on a
calendar, and on a hundreds chart (e.g., the multiples of 9 appear diagonally
in a hundreds chart);
Ministry of Education
Mathematics Expectations
3m67
– extend repeating, growing, and shrinking number patterns (Sample
problem: Write the next three terms in the pattern 4, 8, 12, 16, ….);
3m68
– create a number pattern involving addition or subtraction, given a pattern
represented on a number line or a pattern rule expressed in words (Sample
problem: Make a number pattern that starts at 0 and grows by adding 7
each time.);
– represent simple geometric patterns using a number sequence, a number
line, or a bar graph (e.g., the given growing pattern of toothpick squares can
be represented numerically by the sequence 4, 7, 10, …, which represents
the number of toothpicks used to make each figure);
– demonstrate, through investigation, an understanding that a pattern results
from repeating an action (e.g., clapping, taking a step forward every
second), repeating an operation (e.g., addition, subtraction), using a
transformation (e.g., slide, flip, turn), or making some other repeated change
to an attribute (e.g., colour, orientation).
3m69
3m70
Page 5
Grade 03
Expressions and Equality
3m71
3m72
3m73
3m74
– determine, through investigation, the inverse relationship between addition
and subtraction (e.g., since 4 + 5 = 9, then 9 – 5 = 4; since 16 – 9 = 7, then
7 + 9 = 16);
– determine, the missing number in equations involving addition and
subtraction of one- and two-digit numbers, using a variety of tools and
strategies (e.g., modelling with concrete materials, using guess and check
with and without the aid of a calculator) (Sample problem: What is the
missing number in the equation 25 – 4 = 15 + ?);
– identify, through investigation, the properties of zero and one in
multiplication (i.e., any number multiplied by zero equals zero; any number
multiplied by 1 equals the original number) (Sample problem: Use tiles to
create arrays that represent 3 x 3, 3 x 2, 3 x 1, and 3 x 0. Explain what you
think will happen when you multiply any number by 1, and when you multiply
any number by 0.);
– identify, through investigation, and use the associative property of addition
to facilitate computation with whole numbers (e.g., "I know that 17 + 16
equals 17 + 3 + 13. This is easier to add in my head because I get 20 + 13 =
33.").
Data
Data Management
Management and
and Probability
Probability
Overall Expectations
3m75
3m76
3m77
• collect and organize categorical or discrete primary data and display the
data using charts and graphs, including vertical and horizontal bar graphs,
with labels ordered appropriately along horizontal axes, as needed;
• read, describe, and interpret primary data presented in charts and graphs,
including vertical and horizontal bar graphs;
• predict and investigate the frequency of a specific outcome in a simple
probability experiment.
Collection and Organization of Data
3m78
3m79
3m80
– demonstrate an ability to organize objects into categories, by sorting and
classifying objects using two or more attributes simultaneously (Sample
problem: Sort a collection of buttons by size, colour, and number of holes.);
– collect data by conducting a simple survey about themselves, their
environment, issues in their school or community, or content from another
subject;
– collect and organize categorical or discrete primary data and display the
data in charts, tables, and graphs (including vertical and horizontal bar
graphs), with appropriate titles and labels and with labels ordered
appropriately along horizontal axes, as needed, using many-to-one
correspondence (e.g., in a pictograph, one car sticker represents 3 cars; on
a bar graph, one square represents 2 students) (Sample problem: Graph
data related to the eye colour of students in the class, using a vertical bar
graph. Why does the scale on the vertical axis include values that are not in
the set of data?).
Ministry of Education
Mathematics Expectations
Page 6
Grade 03
Data Relationships
3m81
3m82
3m83
– read primary data presented in charts, tables, and graphs (including
vertical and horizontal bar graphs), then describe the data using comparative
language, and describe the shape of the data (e.g., "Most of the data are at
the high end."; "All of the data values are different.");
– interpret and draw conclusions from data presented in charts, tables, and
graphs;
– demonstrate an understanding of mode (e.g., "The mode is the value that
shows up most often on a graph."), and identify the mode in a set of data.
Probability
3m84
3m85
– predict the frequency of an outcome in a simple probability experiment or
game (e.g., "I predict that an even number will come up 5 times and an odd
number will come up 5 times when I roll a number cube 10 times."), then
perform the experiment, and compare the results with the predictions, using
mathematical language;
– demonstrate, through investigation, an understanding of fairness in a
game and relate this to the occurrence of equally likely outcomes.
Ministry of Education
Science and Technology Expectations
Grade 03
Life Systems
Overall
OverallExpectations
Expectations
3s1
• demonstrate an understanding of the similarities and differences in the
physical characteristics of different plant species and the changes that take
place in different plants as they grow;
3s2
• investigate the requirements of plants and the effects of changes in
environmental conditions on plants;
3s3
• describe ways in which plants are important to other living things, and the
effects of human activities on plants.
Understanding
UnderstandingBasic
BasicConcepts
Concepts
3s4
– identify the major parts of plants (e.g., seeds, stem, pistil) and describe their
basic functions;
3s5
– classify plants according to visible characteristics (e.g., type of tree bark, leaf
shape, type of flowers);
3s6
– describe, using their observations, the changes that plants undergo in a
complete life cycle (e.g., from the germination of a seed to the production of
flowers or fruit);
3s7
– describe, using their observations, the effects of the seasons on plants (e.g.,
leaf buds grow into leaves in the spring; leaves turn colour in the fall);
3s8
– compare the life cycles of different kinds of plants (e.g., plants that grow from
bulbs or from seeds);
3s9
– identify traits that remain constant in some plants as they grow (e.g., leaf
shape, leaf size, flower colour);
3s10 – describe, using their observations, how the growth of plants is affected by
changes in environmental conditions (e.g., changes in light, soil);
3s11 – explain how different features of plants help them survive (e.g., leaf
structure, fibrous or tap root systems).
Developing
DevelopingSkills
Skillsof
ofInquiry,
Inquiry,Design
Designand
andCommunication
Communication
3s12 – design and conduct a hands-on inquiry into seed germination or plant
growth;
3s13 – ask questions about and identify some needs of plants, and explore possible
answers to these questions and ways of meeting these needs (e.g., predict
how long a particular plant could go without water before its leaves started to
droop);
3s14 – plan investigations to answer some of these questions or find ways of
meeting these needs, and explain the steps involved;
3s15 – use appropriate vocabulary in describing their investigations, explorations,
and observations (e.g., stem, pistil, stamen, flower);
3s16 – record relevant observations, findings, and measurements, using written
language, drawings, charts, and graphs (e.g., produce a series of drawings to
show a plant at different stages of development);
3s17 – communicate the procedures and results of investigations for specific
purposes and to specific audiences, using drawings, demonstrations, simple
media works, and oral and written descriptions (e.g., make a graph that shows
the number and kinds of trees found in different yards; design and construct a
terrarium or garden that reproduces the conditions that they found to be
requirements of specific plants).
Relating
RelatingScience
Scienceand
andTechnology
Technologyto
tothe
theWorld
WorldOutside
Outsidethe
theSchool
School
3s18 – describe ways in which humans use plants for food, shelter, and clothing
(e.g., trees are used for building houses; cloth is made from cotton);
3s19 – describe ways in which humans can protect natural areas to maintain native
plant species (e.g., establishing conservation areas, wildlife reserves, wetland
sanctuaries);
Ministry of Education
Science and Technology Expectations
3s20
– identify the parts of a plant that are used to produce specific products for
humans (e.g., sugar, dyes, paper, cloth, lumber) and describe the steps in
production;
3s21
– describe various plants used in food preparation (e.g., vegetables, fruits,
spices, herbs) and identify places where they can be grown;
– describe various settings in which plant crops are grown (e.g., farms,
orchards, home gardens);
– describe ways in which plants and animals depend on each other (e.g.,
plants provide food for energy, and animals help distribute pollen and seeds);
– compare the requirements of some plants and animals, and identify the
requirements that are common to all living things (e.g., the need for water and
minerals);
– demonstrate awareness of ways of caring for plants properly (e.g., ensure
that a plant has sufficient light and water);
– identify some functions of different plants in their local area (e.g., trees
provide shade; grass binds soil to prevent soil erosion).
3s22
3s23
3s24
3s25
3s26
Grade 03
Matter and Materials
Overall
OverallExpectations
Expectations
3s27 • demonstrate an understanding of the properties of materials that can be
magnetized or charged and of how materials are affected by magnets or static
electric charges;
3s28 • identify and describe, using their observations, ways in which static electric
charges are made in everyday materials, as well as different types of
interactions that take place both between charged materials and between
magnetized materials;
3s29 • identify familiar uses of magnets and give examples of static electric charges
that are created in the home or at school.
Understanding
UnderstandingBasic
BasicConcepts
Concepts
3s30 – classify, using their observations, materials that are magnetic and not
magnetic, and identify materials that can be magnetized (e.g., iron, nickel);
3s31 – identify, through observation, the effect of different conditions on the strength
of magnets and on static electric charges in materials (e.g., the effect of
distance between magnets; the effect of moisture on charged materials);
3s32 – compare different materials by measuring their magnetic strength or the
strength of their electric charge (e.g., the number of paper clips that can be
picked up by a magnetized needle; the number of tissue paper bits that can be
picked up by a charged comb);
3s33 – identify, through observation, pairs of materials that produce a charge when
rubbed together (e.g., glass and silk; wool and hard rubber);
3s34 – describe and demonstrate how some materials that have been electrically
charged or magnetized may either push or pull similar materials;
3s35 – determine, through observation, the polarity of a magnet (e.g., use a magnet
of known polarity to test another magnet of unknown polarity);
3s36 – identify materials that can be placed between a magnet and an attracted
object without diminishing the strength of the attraction (e.g., construction
paper);
3s37 – predict, verify, and describe the interaction of two objects that are similarly
charged (e.g., the interaction of two balloons after rubbing them on hair);
3s38 – describe, through observation, changes in the force of attraction at different
distances, both for magnetic forces and for static electric forces.
Ministry of Education
Science and Technology Expectations
Grade 03
Developing
DevelopingSkills
Skillsof
ofInquiry,
Inquiry,Design
Designand
andCommunication
Communication
3s39
3s40
3s41
3s42
3s43
3s44
– design and construct a system that uses magnetic force to move an object
(e.g., create a boat that holds paper clips, and move it through water using a
magnet);
–ask questions about and identify problems related to magnetic and static
electric forces, and explore possible answers or solutions (e.g., investigate
ways of producing static electric charges in different materials);
– plan investigations to answer some of these questions or solve some of
these problems, and explain the steps involved;
– use appropriate vocabulary in describing their investigations, explorations,
and observations (e.g., use terms such as north pole, south pole, attract, and
repel when describing magnets, and charge, dry, humid, conductor, and
insulator when describing static electricity);
– record relevant observations, findings, and measurements, using written
language, drawings, charts, and graphs (e.g., use a data table to show the
number of times a needle can be magnetized and the results of testing
magnetic strength);
– communicate the procedures and results of investigations for specific
purposes and to specific audiences, using demonstrations, drawings, simple
media works, and oral and written descriptions (e.g., demonstrate how an
object moves through a magnetic maze they have created).
Relating
RelatingScience
Scienceand
andTechnology
Technologyto
tothe
theWorld
WorldOutside
Outsidethe
theSchool
School
3s45 – identify uses of magnets in familiar things (e.g., refrigerator magnets,
compasses, door seal on a refrigerator, magnetic catches on cupboards);
3s46 – describe examples of static electricity encountered in everyday activities
(e.g., clothes clinging together after drying in a spin dryer; sparks made by
touching objects after shuffling feet on carpets or by sliding down plastic
playground slides in nylon snowsuits);
3s47 – identify ways in which static electricity can be used safely or avoided (e.g.,
use a charged sheet of plastic to pick up dust; moisten materials so they do
not cling together).
Energy and Control
Overall
OverallExpectations
Expectations
3s48 • demonstrate an understanding of how movement is caused by forces and by
energy that is stored and then released;
3s49 • investigate how different forces affect the operation of everyday devices, and
design and construct devices that use a form of energy to create controlled
movement;
3s50 • identify objects, devices, and systems in everyday life that are affected by
forces and movement and explain in what ways they are useful to us.
Understanding
UnderstandingBasic
BasicConcepts
Concepts
3s51 – identify force as a push or pull by one body on another;
3s52 – investigate the ways in which different forces (e.g., magnetism, static
electricity, muscular force, gravitational force) can change the speed or
direction of a moving object;
3s53 – investigate the effect of magnets and electrically charged objects on the
motion of different materials (e.g., iron filings will be moved by a magnet,
whereas grains of sugar will not);
3s54 – identify, through observation, different forms of energy and suggest how they
might be used to provide power to devices and to create movement (e.g., the
release of energy from a tightly wound rubber band or spring would create
movement in a wind-up toy);
Ministry of Education
Science and Technology Expectations
3s55
Grade 03
– distinguish between kinds of motion and indicate whether the motion is
caused indirectly (e.g., by gravity, static electricity, magnets) or directly (e.g.,
by applied force);
– investigate the effects of directional forces (e.g., left push for left movement)
and how unbalanced forces can cause visible motion in objects that are
capable of movement (e.g., an object pushed over a smooth floor).
Developing
DevelopingSkills
Skillsof
ofInquiry,
Inquiry,Design
Designand
andCommunication
Communication
3s57 – ask questions about and identify needs and problems related to the
behaviour of different forces in their immediate environment, and explore
possible answers and solutions (e.g., identify everyday situations that produce
static electricity and describe ways of removing static electricity from clothes;
compare the strength of two magnets in holding layers of paper on a
refrigerator door, or in picking up paper clips);
3s58 – plan investigations to answer some of these questions or solve some of
these problems, and explain the steps involved;
3s59 – use appropriate vocabulary in describing their investigations, explorations,
and observations (e.g., use terms such as push, pull, load, distance, speed
when describing the effect of forces on an object);
3s60 – record relevant observations, findings, and measurements, using written
language, drawings, charts, and graphs (e.g., track a toy boat moving on water
at various speeds, record the distances travelled, and present their findings on
a chart);
3s56
– communicate the procedures and results of investigations for specific
purposes and to specific audiences, using drawings, demonstrations, simple
media works, and oral and written descriptions (e.g., give a demonstration
showing how a device has been constructed and how it performs; make a
drawing showing what alterations would be made to its design in the future;
describe in writing the steps they used to build a device);
3s62 – design and construct a device that uses a specific form of energy in order to
move (e.g., a paper airplane propelled by hand).
Relating
RelatingScience
Scienceand
andTechnology
Technologyto
tothe
theWorld
WorldOutside
Outsidethe
theSchool
School
3s63 – describe the visible effects of forces acting on a variety of everyday objects
(e.g., a toy car goes forward when pushed; a ball falls down when dropped);
3s64 – identify surfaces that affect the movement of objects by increasing or
reducing friction (e.g., dry roads, icy roads);
3s65 – demonstrate how a magnet works and identify ways in which magnets are
useful (e.g., as metal detectors, as a car wrecker’s hoist, as a power source for
magnetic trains);
3s66 – recognize devices that are controlled automatically (e.g., timers, washing
machines), at a distance (e.g., a remote-control toy), or by hand (e.g., the
flushing mechanism on a toilet);
3s67 – identify parts of systems used in everyday life, and explain how the parts
work together to perform a specific function (e.g., a subway system, a plant, a
wind-up toy).
3s61
Structures and Mechanisms
Overall
OverallExpectations
Expectations
3s68 • demonstrate an understanding of the factors that affect the stability of
objects;
3s69 • design and make structures that include mechanisms and that can support
and move a load, and investigate the forces acting on them;
3s70 • describe, using their observations, systems involving mechanisms and
structures, and explain how these systems meet specific needs and how they
have been made.
Ministry of Education
Science and Technology Expectations
Grade 03
Understanding
UnderstandingBasic
BasicConcepts
Concepts
– describe, using their observations, ways in which the strength of different
materials can be altered (e.g., folding increases the strength of paper);
3s72 – describe ways in which forces alter the shape or strength of different
structures (e.g., a load may cause a cardboard box to buckle);
3s73 – describe ways to improve the strength and stability of a frame structure (e.g.,
use of triangulation or a cross-member);
3s74 – describe, using their observations, the role of struts (e.g., to resist
compression) and ties (e.g., to resist tension) in structures under load (e.g.,
describe the effect of adding a strut to a wooden frame);
3s75 – describe, using their observations, the changes in the amount of effort
needed to lift a specific load with a lever when the position of the fulcrum is
changed;
3s76 – describe, using their observations, how simple levers amplify or reduce
movement (e.g., in operating the limbs of a puppet);
3s77 – describe the effects of different forces on specific structures and
mechanisms (e.g., a structure collapses when the load is too heavy; a latch on
a gate opens when pressed).
Developing
DevelopingSkills
Skillsof
ofInquiry,
Inquiry,Design
Designand
andCommunication
Communication
3s78 – ask questions about and identify needs and problems related to structures
and mechanisms in their immediate environment, and explore possible
answers and solutions (e.g., investigate the effects of folding on the shape
and strength of materials);
3s79 – plan investigations to answer some of these questions or solve some of
these problems, and explain the steps involved;
3s80 – use appropriate vocabulary to describe their investigations, explorations, and
observations (e.g., use terms such as fulcrum, load, and effort when describing
levers);
3s81 – record relevant observations, findings, and measurements, using written
language, drawings, charts, and graphs (e.g., record the modifications they
have made to increase the stability and strength of their structures);
3s82 – communicate the procedures and results of investigations for specific
purposes and to specific audiences, using demonstrations, drawings, simple
media works, and oral and written descriptions (e.g., make a mobile that
illustrates their discoveries about balance);
3s83 – design and make a stable structure that will support a given mass and
perform a specific function (e.g., a bridge, a photo frame);
3s84 – use appropriate materials to strengthen and stabilize structures that they
have designed and made and that are intended to support a load (e.g., use
gussets, struts, ties, buttresses);
3s85 – design and make a levered mechanism (e.g., a model of an animal whose
legs are moved with a lever);
3s86 – design and make a stable structure that contains a mechanism and performs
a function that meets a specific need (e.g., a drawbridge, a crane);
3s87 – use appropriate equipment and adhesives when making structures that they
have designed themselves (e.g., transparent tape for paper; low-temperature
glue gun for wood);
3s88 – use hand tools (e.g., hand saws, scissors) and equipment (e.g., templates,
mitre boxes) appropriately to cut a variety of materials (e.g., wood, paper,
cardboard, plastic).
Relating
RelatingScience
Scienceand
andTechnology
Technologyto
tothe
theWorld
WorldOutside
Outsidethe
theSchool
School
3s89 – distinguish between the structure of an object (e.g., the chassis of a vehicle)
and its mechanical parts (e.g., the wheels and axles);
3s71
Ministry of Education
Science and Technology Expectations
3s90
– recognize that geometrical patterns in a structure contribute to the strength
and stability of that structure (e.g., a climbing frame);
3s91
– demonstrate awareness that the strength in structures is due to bulk (or
mass), number of layers (e.g., layers in particle board), and shape (e.g.,
triangulation);
– identify a number of common levers (e.g., crowbars, scissors, hammers,
pliers, wheelbarrows, tweezers, tongs) and describe how they make work
easier;
– identify efficient ways of joining the components of a mechanical structure or
system (e.g., construct a right-angled corner; use an axle at a right angle to the
frame);
– describe, using their observations, how different balance points of different
masses affect the stability of a structure;
– predict which body positions provide the most stability in various
circumstances (e.g., standing with legs apart, lying on the ground).
3s92
3s93
3s94
3s95
Grade 03
Earth and Space Systems
Overall
OverallExpectations
Expectations
3s96 • demonstrate an understanding of the similarities and differences between
various soils and the effects of moving water on soils;
3s97 • investigate the components of various soils, and describe the effects of
moving water on these soils;
3s98 • recognize the dependence of humans and other living things on soil and
recognize its importance as a source of materials for making useful objects.
Understanding
UnderstandingBasic
BasicConcepts
Concepts
3s99 – describe, using their observations, the various components within a sample
of soil (e.g., pebbles, decaying plants);
3s100 – describe, using their observations, the differences between sand, clay,
humus, and other soil components (e.g., texture, smell, malleability), and
compare and describe soil samples from different locations (e.g., school yard,
forest, marsh, beach);
3s101 – compare the absorption of water by different earth materials, and describe
the effects of moisture on characteristics of the materials (e.g., on texture,
coherence, ability to hold a shape);
3s102 – describe, using their observations, how different earth materials (e.g., rocks,
pebbles, sand) are affected by moving water (e.g., the sand on a beach
washed by waves; pebbles in a river);
3s103 – compare different ways in which plant roots (e.g., fibrous roots, tap roots)
grow through the soil;
3s104 – describe through experimentation how soil can be separated into its different
components (e.g., sieving, sedimentation).
Developing
DevelopingSkills
Skillsof
ofInquiry,
Inquiry,Design
Designand
andCommunication
Communication
3s105 – ask questions about organisms and events in the outdoor environment and
identify needs of organisms that arise from these events, and explore possible
answers to these questions and ways of meeting these needs (e.g., investigate
the different effects produced when water is sprayed on and poured on
exposed soil, asphalt, and grass);
3s106 – plan investigations to answer some of these questions or find ways of
meeting these needs, and explain the steps involved;
3s107 – use appropriate vocabulary in describing their investigations, explorations,
and observations (e.g., use terms such as clay, sand, and pebbles to describe
the earth materials in soil);
Ministry of Education
Science and Technology Expectations
Grade 03
3s108 – record relevant observations, findings, and measurements, using written
language, charts, and drawings (e.g., create a tally chart to record the water
absorption of different earth materials);
3s109 – communicate the procedures and results of investigations for specific
purposes and to specific audiences, using drawings, demonstrations, simple
media works, and oral and written descriptions (e.g., record what happens
when soil and water are shaken together in a container; prepare a display
comparing the composition of soils from different locations).
Relating
RelatingScience
Scienceand
andTechnology
Technologyto
tothe
theWorld
WorldOutside
Outsidethe
theSchool
School
3s110 – identify living things found in the soil (e.g., roots, earthworms, larvae);
3s111 – demonstrate awareness of the importance of recycling organic materials in
soils (e.g., explain the purpose of a compost heap; explain the reason why it is
useful to leave grass clippings on the lawn);
3s112 – recognize the importance of understanding different types of soil and their
characteristics (e.g., enables people to determine which crops can be grown in
a particular area; enables gardeners and farmers to improve plant growth);
3s113 – describe how the use of different soils affects the growth of indoor plants;
3s114 – describe ways of using soil materials to make useful objects, and investigate,
through manipulation, ways of shaping clay to make useful objects (e.g., model
bricks or beads).
Ministry of Education
Social Studies Expectations
Revised June 2004
Grade 03
HC: Early Settlements in Upper Canada
Overall
OverallExpectations
Expectations
3z1
• describe the communities of early settlers and First Nation peoples in Upper
Canada around 1800;
3z2
• use a variety of resources and tools to gather, process, and communicate
information about interactions between new settlers and existing communities,
including First Nation peoples, and the impact of factors such as heritage,
natural resources, and climate on the development of early settler
communities;
3z3
• compare aspects of life in early settler communities and present-day
communities.
Knowledge
Knowledgeand
andUnderstanding
Understanding
3z4
– identify the countries of origin of the people who settled in Upper Canada
around 1800 (e.g., United States, United Kingdom, France, Germany);
3z5
– identify the areas of early settlement in Upper Canada (e.g., English/Niagara;
Francophone/Penetanguishene; African-American/Chatham;
Mennonite/Kitchener; Mohawk/Brantford);
3z6
– identify the First Nation peoples in Upper Canada around 1800 (i.e., Ojibway,
Iroquois Confederacy), say where they lived, and describe their lifestyles;
3z7
– identify factors that helped shape the development of early settlements (e.g.,
lakes and rivers for trade and transportation; origins of early settlers; climate;
natural resources);
3z8
– explain how the early settlers valued, used, and looked after natural
resources (e.g., water, forests, land);
3z9
– describe what early settlers learned from First Nation peoples that helped
them adapt to their new environment (e.g., knowledge about medicine, food,
farming, transportation);
3z10
– describe the major components of an early settlement (e.g., grist mill,
church, school, general store, blacksmith’s shop);
3z11
– describe the various roles of male and female settlers (e.g., farm worker,
minister, teacher, merchant, blacksmith, homemaker).
Inquiry/Research
Inquiry/Researchand
andCommunication
CommunicationSkills
Skills
3z12
– ask questions to gain information and explore alternatives (e.g., concerning
relationships between community and environment);
3z13
– use primary and secondary sources to locate key information about early
settler communities (e.g., primary sources: diaries or journals, local museums,
early settlers’ houses, forts, villages; secondary sources: maps, illustrations,
print materials, videos, CD-ROMs);
3z14
– collect information and draw conclusions about human and environmental
interactions during the early settlement period (e.g., settlers storing food for
long winters, using plants for medicinal purposes, using waterways for
transportation);
3z15
3z16
3z17
– make and read a wide variety of graphs, charts, diagrams, maps, and
models to understand and share their findings about early settlements in
Upper Canada (e.g., a research organizer showing trades and tools;
illustrations of period clothing; maps of settlements, including First Nation
communities);
– use media works, oral presentations, written notes and descriptions, and
drawings to communicate research findings (e.g., a model of an early settler
home, a diorama of a First Nation settlement, a poster encouraging
immigration to Upper Canada);
– use appropriate vocabulary (e.g., pioneer, settlers, grist mill, settlement,
general store, blacksmith, First Nation peoples ) to describe their inquiries and
observations.
Ministry of Education
Social Studies Expectations
Revised June 2004
Grade 03
Application
Application
3z18
3z19
3z20
3z21
3z22
– compare and contrast aspects of daily life for early settler and/or First Nation
children in Upper Canada and children in present-day Ontario (e.g., food,
education, work and play);
– compare and contrast aspects of life in early settler and/or First Nation
communities in Upper Canada and in their own community today (e.g.,
services, jobs, schools, stores, use and management of natural resources);
– compare and contrast buildings/dwellings in early settler and/or First Nation
communities in Upper Canada with buildings and dwellings in present-day
Ontario;
– compare and contrast tools and technologies used by early settlers and/or
First Nation peoples with present-day tools and technologies (e.g., quill/word
processor; sickle/combine harvester; methods of processing lumber, grain, and
other products);
– re-create some social activities or celebrations of early settler and/or First
Nation communities in Upper Canada.
CWC: Urban and Rural Communities
Overall
OverallExpectations
Expectations
3z23
• identify and compare distinguishing features of urban and rural communities;
3z24
• use a variety of resources and tools to gather, process, and communicate
geographic information about urban and rural communities;
3z25
• explain how communities interact with each other and the environment to
meet human needs.
Knowledge
Knowledgeand
andUnderstanding
Understanding
3z26
– identify geographic and environmental factors that explain the location of
various urban and rural communities, with examples from Ontario (e.g.,
Sudbury/mining, Ottawa/government, Hamilton/industry, Bradford/farming);
3z27
– compare land use (e.g., housing, recreation, stores, industry) and access to
natural resources (e.g., water, trees) in urban and rural communities;
3z28
– compare transportation in urban and rural communities;
3z29
– compare population density and diversity in urban and rural communities;
3z30
– compare buildings and structures in urban and rural communities.
Inquiry/Research
Inquiry/Researchand
andCommunication
CommunicationSkills
Skills
3z31
– ask questions to gain information about urban and rural communities (e.g.,
How do changes in the environment affect life in a community? Why is mining
the major industry in Sudbury? How does population growth affect life in an
urban or rural setting?);
3z32
– use primary and secondary sources to locate key information about urban
and rural communities (e.g., primary sources: surveys, interviews, fieldwork;
secondary sources: charts, graphs, maps, models, CD-ROMs);
3z33
– sort and classify information about communities to identify issues and solve
problems;
3z34
– construct and read graphs, charts, diagrams, maps, and models to clarify
and display information about urban and rural communities (e.g., to provide a
profile of a community and its environment);
3z35
– use media works, oral presentations, written notes and descriptions,
drawings, tables, charts, maps, and graphs to communicate information about
urban and rural communities (e.g., comparisons of various community
features);
3z36
– use appropriate vocabulary (e.g., urban, rural, residential, industrial,
commercial, natural resources, multicultural, environment, population ) to
communicate the results of inquiries and observations about urban and rural
communities.
Ministry of Education
Social Studies Expectations
Revised June 2004
Grade 03
Map,
Map,Globe,
Globe,and
andGraphic
GraphicSkills
Skills**
– make and use maps of urban and rural communities containing the
necessary map elements of title, scale, symbols and legend, and cardinal
directions;
3z38
– consult map legends when looking for selected features (e.g., H – hospital);
3z39
– recognize a range of features that may be represented by different colours
on maps (e.g., pink to represent residential areas, brown to represent relief
features);
3z40
– use familiar units of scale (e.g., centimetre, metre, kilometre) to measure
distance on maps of urban and rural communities.
Application
Application
3z41
– describe ways in which they and their families use the natural environment
(e.g., playing in the park, growing food, drawing on nature for water and
energy);
3z42
– compare the characteristics of their community to those of a different
community (e.g., with respect to population density, services, recreation,
modes of travel to isolated northern and First Nation communities);
3z43
– describe ways in which people interact with other communities (e.g., urban
dwellers may travel to rural areas for recreational purposes; rural dwellers may
make use of urban services such as hospitals).
3z37
Ministry of Education
Health & Physical Education Expectations
Page 1
Grade 03
HealthyHealthy
Living Living
Overall
Overall Expectations
Expectations
Overall Expectations
3p1
3p2
3p3
3p4
• describe the
• describe
relationship
•the
describe
relationship
among
the
healthy
relationship
among
eating
healthy
among
practices,
eating
healthy
healthy
practices,
eating practices,
healthy healthy
active living,active
and healthy
living,
active
and
bodies;
living,
healthy
and
bodies;
healthy bodies;
• outline characteristics
• outline characteristics
• outline
in the development
characteristics
in the development
and
in the
growth
development
and
of humans
growth
and
of growth
humansof humans
from birth tofrom
childhood;
birth to
from
childhood;
birth to childhood;
• list safety• procedures
list safety
• list
procedures
and
safety
practices
procedures
andinpractices
the and
home,
in
practices
the
school,
home,
inand
the
school,
home,and
school, and
community;community;
community;
• describe •what
describe
a drug
• what
describe
is, a
listdrug
several
whatis,a list
examples
drug
several
is, list
(e.g.,
examples
several
nicotine,
examples
(e.g., nicotine,
(e.g., nicotine,
caffeine, alcohol),
caffeine,
and
alcohol),
caffeine,
describe
and
alcohol),
thedescribe
effects
andof
the
describe
these
effects
substances
the
of these
effectssubstances
on
of these substances
on
on
the body. the body. the body.
Healthy
Healthy Eating
Eating
Healthy Eating
3p5
3p6
3p7
– identify foods
– identify
from foods
–different
identify
from
cultures
foods
different
from
andcultures
different
classifyand
them
cultures
classify
by and
food
them
classify
by food
them by food
groups;
groups; groups;
– describe –the
describe
benefits
– the
describe
of benefits
healthy
thefood
ofbenefits
healthy
choices,
offood
healthy
physical
choices,
food
activity,
physical
choices,activity,
physical activity,
and healthyand
bodies;
healthy
and
bodies;
healthy bodies;
– describe a– variety
describe
of–a
ways
describe
variety
to prevent
ofaways
variety
tooth
toof
prevent
ways
decayto
tooth
(e.g.,
prevent
decay
brushing,
tooth
(e.g.,
decay
brushing,
(e.g., brushing,
making appropriate
making appropriate
food
making
choices,
appropriate
food
rinsing
choices,
the
foodmouth);
rinsing
choices,
therinsing
mouth);
the mouth);
Growth
Growth and
and
Growth
Development
Development
and Development
3p8
3p9
– outline the– basic
outlinehuman
the
– outline
basic
andhuman
the
animal
basic
and
reproductive
human
animaland
reproductive
processes
animal reproductive
processes
(e.g.,
processes
(e.g.,
(e.g.,
the union ofthe
eggunion
and sperm);
of
theegg
union
andofsperm);
egg and sperm);
describe basic
describe
changes
basic
describe
in changes
growth
basic
and
inchanges
growth
development
in
and
growth
development
fromand
birth
development
tofrom birth from
to birth to
childhood (e.g.,
childhood
changes
childhood
(e.g.,
to changes
teeth,
(e.g.,
hair,
tochanges
feet,
teeth,and
hair,
toheight);
teeth,
feet, and
hair,height);
feet, and height);
Personal
PersonalPersonal
Safety
Safety // Injury
Injury
SafetyPrevention
Prevention
/ Injury Prevention
3p10
3p11
3p12
– explain – relevant
explain– safety
relevant
explain procedures
relevant
safety procedures
safety
(e.g., procedures
fire (e.g.,
drills, fire(e.g.,
drills,fire drills,
railway-crossing
railway-crossing
and crosswalk
railway-crossing
andprocedures);
crosswalk
and crosswalk
procedures);
procedures);
– use a problem-solving
– use a problem-solving
– useprocess
a problem-solving
to process
identify ways
toprocess
identify
of obtaining
toways
identify
of obtaining
ways of obtaining
support for personal
support for
safety
support
personal
in the
forsafety
personal
home,inschool,
the
safety
home,
and
in the
school,
community;
home,
and
school,
community;
and community;
– identify examples
– identifyofexamples
– real
identify
and examples
of
fictional
real and
violence
offictional
real and
(e.g.,
violence
fictional
schoolyard
(e.g.,
violence
schoolyard
(e.g., schoolyard
fights, cartoons,
fights,movies);
cartoons,
fights, movies);
cartoons, movies);
Substance
Substance
Substance
Use
Use // Abuse
Abuse
Use / Abuse
3p13
3p14
3p15
– define the
– term
definedrug
the
– define
and
term identify
drug
the term
and
a variety
drug
identify
and
ofalegal
identify
variety
andof
a illegal
variety
legal and
of legal
illegaland illegal
drugs;
drugs;
drugs;
– identify nicotine
– identify
(in cigarettes),
nicotine
– identify
(innicotine
cigarettes),
caffeine(in(incigarettes),
caffeine
coffee and
(incaffeine
colas),
coffee and
and
(in coffee
colas),and
andcolas), and
alcohol as drugs;
alcohol asalcohol
drugs; as drugs;
– use decision-making
– use decision-making
– skills
use decision-making
to make
skills
healthy
to make
skills
choices
healthy
to make
about
choices
healthy
drug about
choices
drugabout drug
use, and recognize
use, and use,
the
recognize
and
effectsrecognize
the
of effects
various
theofsubstances
effects
variousof substances
various
(e.g.,
substances
(e.g.,
(e.g.,
nicotine, caffeine,
nicotine,
alcohol)
caffeine,
nicotine,
on alcohol)
the
caffeine,
body.onalcohol)
the body.
on the body.
Fundamental
Fundamental
Movement
Movement
Skills Skills
Overall
Overall Expectations
Expectations
Overall Expectations
3p16
3p17
• perform the
• perform
basic •movement
the
perform
basic the
movement
skills
basic
required
movement
skillstorequired
participate
skills to
required
participate
in
to participate
in
in
physical activities:
physicallocomotion/travelling
activities:
physical locomotion/travelling
activities: (e.g.,
locomotion/travelling
dodging,
(e.g.,chasing),
dodging,
(e.g., chasing),
dodging, chasing),
manipulation
manipulation
(e.g., striking,
manipulation
(e.g.,
hitting),
striking,
(e.g.,
andhitting),
stability
striking,
and
(e.g.,
hitting),
stability
balancing
and
(e.g.,
stability
on
balancing
(e.g., balancing
on
on
equipment, equipment,
performingequipment,
rolls);
performingperforming
rolls);
rolls);
• demonstrate
• demonstrate
the principles
• demonstrate
theofprinciples
movement
the principles
of movement
(e.g., inofvarious
movement
(e.g., body
in various
(e.g., inbody
various body
shapes; using
shapes;
sudden,
using
shapes;
sustained,
sudden,
usingfast,
sustained,
sudden,
or slow
sustained,
fast,
movements)
or slow
fast,
movements)
using
or slow movements)
using
using
locomotion/travelling,
locomotion/travelling,
locomotion/travelling,
manipulation,
manipulation,
and stability
manipulation,
and
skills.
stability
and
skills.
stability skills.
Locomotion
Locomotion
Locomotion
// Travelling
Travelling
/ Travelling
Skills
Skills Skills
3p18
3p19
– combine –
various
combine
locomotion/travelling
– various
combine
locomotion/travelling
various movements
locomotion/travelling
movements
with changes
movements
with changes
with changes
in directioninand
direction
level,
in and
both
direction
level,
with and
and
bothlevel,
without
with both
and
equipment
with
without
andequipment
(e.g.,
without equipment
(e.g.,
(e.g.,
selecting two
selecting
ways totwo
selecting
travel
ways
on to
two
a bench
travel
wayson
while
toatravel
bench
performing
onwhile
a bench
a
performing
change
while performing
a change a change
in direction in
and
direction
level);inand
direction
level);and level);
– travel in– various
travel in
–ways,
travel
various
and
in ways,
various
dodgeand
stationary
ways,
dodge
andobjects
stationary
dodge orstationary
objects orobjects or
opponents; opponents;opponents;
Manipulation
Manipulation
Manipulation
Skills
Skills Skills
3p20
3p21
– throw a ball
– throw
overhead
a–ball
throw
using
overhead
a two
ball hands,
overhead
using two
while
using
hands,
stationary,
two
while
hands,
to
stationary,
a while stationary,
to a
to a
large targetlarge
or a stationary
target
large
or apartner;
target
stationary
or a stationary
partner; partner;
– catch, while
– catch,
stationary,
while
– catch,
objects
stationary,
while
of various
stationary,
objectssizes
of objects
various
and shapes
of
sizes
various
and
using
shapes
sizes and
using
shapes using
two hands both
two hands
abovetwo
both
andhands
below
aboveboth
the
andwaist
above
below
(e.g.,
and
the below
waist
catch (e.g.,
athe
nerf
waist
catch
ball);
(e.g.,
a nerf
catch
ball);a nerf ball);
Ministry of Education
Health & Physical Education Expectations
3p22
Page 2
Grade 03
– hit a slowly
– hit
moving
a slowly
object
– hitmoving
a (e.g.,
slowly
object
amoving
ball (e.g.,
or aobject
balloon)
a ball(e.g.,
orusing
a aballoon)
ball
various
or ausing
balloon)
various
using various
parts of the parts
body,ofdirecting
theparts
body,
itofto
directing
the
a partner
body,itdirecting
to
oraapartner
large
it to
target;
or
a partner
a large target;
or a large target;
Stability
Stability Skills
Stability
Skills Skills
3p23
3p24
3p25
– jump for distance
– jump for
or–distance
height
jump for
over
ordistance
height
low objects;
over
or height
low objects;
over low objects;
– balance –
in balance
different– inpositions,
balance
differentinusing
positions,
different
different
positions,
usingbody
different
using
parts body
and
different
partsbody
and parts and
levels (e.g., levels
on and(e.g.,
offlevels
gymnastics
on and
(e.g.,
off on
equipment,
gymnastics
and off gymnastics
responding
equipment,equipment,
to
responding
stimuli responding
to stimuli to stimuli
in creative dance);
in creativeindance);
creative dance);
– move their
– move
bodiestheir
in
– move
various
bodies
their
ways
in bodies
various
(e.g.,inways
over,
various
(e.g.,
under,
ways
over,
through,
(e.g.,
under,
over,
through,
under, through,
and aroundand
equipment).
around
and
equipment).
around equipment).
Active Participation
Active Participation
Overall
Overall Expectations
Expectations
Overall Expectations
3p26
3p27
3p28
3p29
• participate• on
participate
a regular
• participate
on
basis
a regular
in physical
onbasis
a regular
activities
in physical
basisthat
inactivities
physical
maintain
that
activities
or maintain
thatormaintain or
improve physical
improve
fitness
physical
improve
(e.g.,fitness
physical
skipping
(e.g.,
fitness
to music);
skipping
(e.g.,toskipping
music); to music);
• recognize •the
recognize
personal
• recognize
the
benefits
personal
of
thebeing
benefits
personal
physically
ofbenefits
beingactive;
physically
of being physically
active;
active;
• acquire living
• acquire
skills (e.g.,
living
• acquire
basic
skillsliving
(e.g.,
problem-solving,
skills
basic(e.g.,
problem-solving,
basic
decision-making,
problem-solving,
decision-making,
decision-making,
goal-setting,goal-setting,
and interpersonal
goal-setting,
and interpersonal
skills)
and through
interpersonal
skills)physical
through
skills)
activities
physical
through activities
physical activities
(e.g., games,
(e.g.,
gymnastics,
games,
(e.g.,
gymnastics,
dance,
games,outdoor
gymnastics,
dance,
pursuits);
outdoor
dance,
pursuits);
outdoor pursuits);
• follow safety
• follow
procedures
safety
• follow
procedures
related
safetytoprocedures
physical
related to
activity,
related
physical
equipment,
toactivity,
physical
equipment,
activity, equipment,
and facilities.
and facilities.
and facilities.
Physical
PhysicalPhysical
Activity
Activity Activity
3p30
3p31
3p32
– participate
– vigorously
participate
– participate
in
vigorously
all aspects
vigorously
in all
of aspects
the inprogram
allofaspects
the(e.g.,
program
oftag
the (e.g.,
program
tag (e.g., tag
games, outdoor
games,
pursuits);
outdoor
games,
pursuits);
outdoor pursuits);
– demonstrate
– demonstrate
an awareness
– demonstrate
an of
awareness
the importance
an awareness
of the importance
of being
of thephysically
importance
of being physically
of being physically
active in their
active
leisure
in their
time;
active
leisure
in their
time;
leisure time;
– describe –the
describe
health– benefits
the
describe
health
ofthe
benefits
participating
healthofbenefits
participating
in regular
of participating
physical
in regular in
physical
regular physical
activity (e.g.,
activity
developing
(e.g.,
activity
developing
a strong
(e.g.,heart
developing
a strong
and lungs);
heart
a strong
and lungs);
heart and lungs);
Physical
PhysicalPhysical
Fitness
Fitness Fitness
3p33
3p34
3p35
– participate– in
participate
moderate
– participate
intomoderate
vigorous
in moderate
to
physical
vigorous
activity
tophysical
vigorous
(e.g.,activity
physical
power(e.g.,
activity
power
(e.g., power
walking) forwalking)
a minimum
for
walking)
a ofminimum
twenty
for a minutes
minimum
of twenty
each
of
minutes
twenty
day, each
including
minutes
day,each
including
day, including
appropriateappropriate
warm-up and
appropriate
warm-up
cool-down
and
warm-up
procedures;
cool-down
and cool-down
procedures;
procedures;
– identify the
– identify
new capabilities
–the
identify
new capabilities
the
(skills)
newthat
capabilities
(skills)
result that
from
(skills)
result
improved
that
fromresult
improved
from improved
physical fitness
physical
(e.g.,fitness
physical
being(e.g.,
able
fitness
being
to run
(e.g.,
able
farther,
being
to run
requiring
able
farther,
to run
shorter
requiring
farther, shorter
requiring shorter
rest periods);
rest periods);
rest periods);
– assess their
– assess
degree
–their
of
assess
exertion
degree
theirof
indegree
exertion
physical
ofinactivities
exertion
physical(e.g.,
in activities
physical
by (e.g.,
activities
by (e.g., by
taking a “talk
taking
test”);a “talk
taking
test”);
a “talk test”);
Living
Living Skills
Skills
Living Skills
3p36
– adopt an action
– adoptplan
an–based
action
adopt plan
on
an an
action
based
individual
plan
on an
based
orindividual
group
on an
goal
or
individual
related
group goal
or group
related
goal related
to physical toactivity
physical
(e.g.,
to activity
physical
power(e.g.,
walking
activity
power
(e.g.,
for walking
one
power
kilometre
forwalking
onethree
kilometre
for one three
kilometre three
times a week);
times a week);
times a week);
3p37
– demonstrate
– demonstrate
respect– for
demonstrate
respect
the abilities
forrespect
the
andabilities
feelings
for the
and
ofabilities
others
feelings
and
(e.g.,
offeelings
others (e.g.,
of others (e.g.,
accepting everyone
acceptinginto
accepting
everyone
the group);
into
everyone
the group);
into the group);
– follow the– rules
followofthe
fair
– follow
rules
play of
in
thefair
games
rules
playof
and
infair
games
activities
play in
and
(e.g.,
games
activities
giving
and(e.g.,
activities
giving
(e.g., giving
everyone a everyone
chance toaeveryone
play);
chance to
a chance
play); to play);
communicate
communicate
positively
communicate
topositively
help and to
positively
encourage
help andtoothers.
encourage
help and encourage
others. others.
3p38
3p39
Ministry of Education
The Arts Expectations
Grade 03
Music
Overall
OverallExpectations
Expectations
3a1
• demonstrate an understanding of the basic elements of music specified for
this grade (see below) through listening to, performing, and creating music;
3a2
• create and perform music, using a variety of sound sources;
3a3
• use correctly the vocabulary and musical terminology associated with the
specific expectations for this grade;
3a4
• identify and perform music from various cultures and historical periods;
3a5
• communicate their response to music in ways appropriate for this grade (e.g.,
through visual arts, drama, creative movement, language).
Knowledge
Knowledgeof
ofElements
Elements
3a6
– demonstrate understanding of the difference between the terms beat and
rhythm (e.g., indicate the beat in a piece of music while others perform the
rhythmic patterns);
3a7
– identify the beat, rhythm, melodic contour (or shape), dynamics, and tempo
in familiar pieces of music;
3a8
– recognize that sounds and silences of different durations may be
represented by symbols;
3a9
– identify the instruments within the percussion family of orchestral instruments
(e.g., drums, wood blocks, piano).
Creative
CreativeWork
Work
3a10 – sing music from a variety of cultures and historical periods;
3a11 – substitute different words in familiar songs or create new verses, using their
knowledge of rhythm to ensure that the new text fits with the melody;
3a12 – create melodic contour “maps” that indicate the direction of pitches (higher,
lower) in familiar songs (e.g., “Twinkle, Twinkle Little Star”);
3a13 – indicate, with appropriate arm movements, the dynamics heard in familiar
music (e.g., big movements for loud passages, small movements for soft);
3a14 – sing expressively, showing awareness that changes in volume or speed can
help to convey the meaning of the text;
3a15 – create or arrange music to accompany a reading or dramatization, using
appropriate rhythm instruments, body percussion, or “found” instruments;
3a16 – create and perform musical compositions in which they apply their
knowledge of the elements of music and patterns of sounds, and use the
voice, instruments, or “found” materials.
Critical
CriticalThinking
Thinking
3a17 – express their response to music from a variety of cultures and historical
periods (e.g., “Chants Berbères” by Taos Amrouche);
3a18 – communicate their thoughts and feelings about the music they hear, using
language and a variety of art forms and media (e.g., storytelling, software
program for drawing, creative movement);
3a19 – identify the feelings that are evoked by a particular piece of music (e.g.,
Peter and the Wolf by Sergei Prokofiev);
3a20 – explain, using appropriate musical terminology, their preference for specific
songs or pieces of music;
3a21 – identify and explain the effects of different musical choices (e.g., the effects
of choosing specific instruments).
Visual Arts
Overall
OverallExpectations
Expectations
3a22 • produce two- and three-dimensional works of art that communicate ideas
(thoughts, feelings, experiences) for specific purposes and to familiar
audiences;
Ministry of Education
The Arts Expectations
3a23
Grade 03
• identify the elements of design (colour, line, shape, form, space, texture), and
use them in ways appropriate for this grade when producing and responding to
works of art;
• describe how the ideas in a variety of art works relate to their own knowledge
and experience and to other works they have studied, and how the artists have
used at least one of the elements of design;
3a25 • use correctly vocabulary and art terminology associated with the specific
expectations for this grade.
Knowledge
Knowledgeof
ofElements
Elements
3a26 – recognize and name the warm (red, orange, yellow) and cool (purple, green,
blue) colours, and describe their emotional impact (e.g., a warm colour
scheme may make people feel warmer);
3a27 – identify characteristics of a variety of lines (e.g., thick, thin, broken, dotted);
3a28 – label the foreground, middle ground, and background, and identify objects in
each of these areas of a work;
3a29 – identify symmetrical and asymmetrical shapes in both the human-made
environment and the natural world;
3a30 – describe textures that are real in art works (e.g., the smooth surface of a
piece of pottery) and illusory (e.g., the rough texture of bark in a
two-dimensional painting);
3a31 – identify elements of design in a variety of natural and human-made objects
(e.g., the form of a tree is asymmetrical and its leaves and flowers may be
symmetrical);
3a32 – use art tools, materials, and techniques correctly to create different effects
(e.g., paint with a sponge to create an open, airy feeling in a work; apply paint
thickly with a brush to suggest heaviness).
Creative
CreativeWork
Work
3a33 – solve artistic problems in their art works, using at least three of the elements
of design specified for this grade (e.g., describe why they placed objects in the
foreground, middle ground, or background);
3a34 – produce two- and three-dimensional works of art (i.e., works involving media
and techniques used in drawing, painting, sculpting, printmaking) that
communicate their thoughts and feelings about specific topics or themes (e.g.,
produce a mural in a group interpreting a Native legend through colour, shape,
and line);
3a35 – identify and explain the specific choices they made in planning, producing,
and displaying their own art work (e.g., the choices of subject matter, colours,
location for display);
3a36 – identify strengths and areas for improvement in their own and others’ art
work (e.g., the need to have better control in using paints).
Critical
CriticalThinking
Thinking
3a37 – identify the similarities and differences in content between two or more works
on a related theme (e.g., describe the artists’ choices of subject matter in
landscapes like The Tangled Garden by J. E. H. MacDonald and Lake George
in the Woods by Georgia O’Keeffe);
3a24
3a38
3a39
– explain how the artist has used the elements of design to communicate
feelings and convey ideas (e.g., show that the artist has placed certain objects
in the foreground of a picture to convey the idea that they are important);
– state their preference for a specific work and defend their choice with
reference to both their own interests and experience and to the artist’s use of
one or more of the elements of design (e.g., select a painting of skaters
because they like skating and because they like the way the artist has used
colours in the picture to create contrast and convey emotions).
Ministry of Education
The Arts Expectations
Grade 03
Drama & Dance
Overall
OverallExpectations
Expectations
3a40 • describe basic elements of drama and dance (e.g., suspense, pattern,
energy);
3a41 • interpret and communicate the meaning of stories, poems, plays, and other
material drawn from a range of sources and cultures, using basic drama and
dance techniques (e.g., writing in role);
3a42 • create short dance pieces, using techniques learned in this grade;
3a43 • compare their own work with the work of others in drama and dance through
discussion, writing, movement, and visual art work;
3a44 • solve problems presented in different kinds of dramatic situations through
role playing and movement;
3a45 • use available technology appropriately to enhance their work in drama and
dance.
Knowledge
Knowledgeof
ofElements
Elements
3a46 – demonstrate an understanding of a character’s point of view through writing
and speaking in role, and through using body movement in role (e.g., write
diary entries and plant grain as a pioneer in Upper Canada);
3a47 – describe their own and others’ work in drama and dance, using appropriate
vocabulary (e.g., character, suspense, rhythm);
3a48 – explain the importance of symbols used in specific stories, poems, and
dances;
3a49 – demonstrate the ability to concentrate while in role in drama and dance (e.g.,
during an improvisation; while performing a dance);
3a50 – recognize and choose appropriate elements of movement for dramatizing
their responses to different stimuli or ideas (e.g., real-life situations, the
scientific concept of magnetic force);
3a51 – identify technological means of creating different effects (e.g., the use of
recorded music or lighting to heighten suspense);
3a52 – describe the kinds of energy involved in a sequence of movements (e.g.,
energy related to speed or force);
3a53 – distinguish between a variety of dance forms, using specific criteria (e.g.,
steps, music, costumes).
Creative
CreativeWork
Work
3a54 – defend a point of view through speaking and writing in role (e.g., as
townsfolk, plead with the mayor to save their town);
3a55 – create works of drama and dance, using appropriate elements (e.g., rhythm,
form);
3a56 – communicate, through movement, their thoughts and feelings about topics
studied in other subject areas (e.g., create a movement sequence to express
their fear of an environmental event such as a storm);
3a57 – write and perform chants.
Critical
CriticalThinking
Thinking
3a58 – identify effective uses of drama and dance elements in performances (e.g.,
form, space, pattern, energy) and compare their own responses with those of
their peers;
3a59 – identify the themes and subjects found in drama and dance works, and make
links between these and their own experiences;
3a60 – clarify the meaning of complex or ambiguous dramatic situations (e.g., by
posing questions in and out of role to characters in a drama);
3a61 – solve artistic problems in drama and dance in cooperative work groups (e.g.,
discuss the effect of combining different voices in choral reading; discuss the
effects of using one dancer or several to convey a message);
Ministry of Education
The Arts Expectations
3a62
Grade 03
– explain how their understanding of work in dance and drama has been
increased through research (e.g., through the use of reference books and the
Internet, it is possible to find information about the rainforest to make an
imaginary journey there more believable).
Ministry of Education