Curriculum Information Year 3 UNIT 2
Sharing The Planet
The Central Idea:
When interacting with natural habitats, humans make choices that have an impact on other living things
Unit Summary:
During this unit students will learn about different habitats, found both locally and globally, and the living
things that are found there. They will identify how the habitats provide for the needs of each living thing,
including their food source (food chains) and shelter/protection. The students will also look at human
interaction with natural habitats and the need for conservation. Students will look at how animals are suited
to their habitats and explore the concept of adaptation. Students will develop Information Literacy skills as
they work through the research process during dedicated sessions in the Library.
Lines of Inquiry
Key Concepts
Transdisciplinary Skills
Natural habitats in the environment.
Form
Research Skills: Observe the
What is a habitat?
Causation
features of natural habitats
What living organisms are found in different
Change
gathering information and
habitats?
presenting their findings.
Related Concepts
Human impact on natural habitats.
Habitats, Conservation
How is human behaviour impacting on natural
Social Skills: Accepting responsibility
Learner Profile
habitats?
for their actions and respecting the
How living things respond to changing
Principled, Caring
environment.
environmental conditions.
Attitudes
How do living things respond to changing
Appreciation, Respect, Communication- Students will
environmental conditions?
present their findings through a ‘Daily
Curiosity
7’ style newspaper.
As part of our curriculum, students will continue to learn, develop, use and apply their subject area
knowledge and skills. During this unit, children will also be taught to:
Language
Mathematics
Science/PSPE
Read a range of fiction and non- Use Tree, Venn and Carroll
Makes links between different
fiction texts with an
diagrams to explore
features of habitats found in the
environmental theme.
relationships between data.
local environment and the specific
needs of living things.
Write a report about a chosen
Alongside this, students will
habitat.
work on their Stand Alone Unit
Represent feeding relationships
on Addition and Subtraction,
within a habitat by creating food
see rubric below.
chains.
Assess the impact that changes in
environmental conditions can have
on living things.
Action is an important part of the curriculum where children can take the opportunity to extend their
learning. This can take many forms, from a discussion initiated by your child, bringing something to school
from home or a request to go somewhere in the community to find out more. To support your child at home
with this unit of inquiry, you may wish to:
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Explore some of the books and interactive games found on the Glenealy Globe
Go on walks and visit places like the Wetlands, the beach and The Peak. Observe and explore
these different habitats.
Visit the following websites: www.wwf.org.hk; www.hkdolphinwatch.com; to find out about relevant
environmental issues
Take photos or draw pictures of your local environment and find out about the animals/plants that
live there
Research books online or in libraries to find out about animals, habitats and food chains that interest
you
If you want to take some action and offer your expertise in any area, we would love to hear from you!
Year 3 Mathematics: Stand Alone Number Unit
Central Idea: The operations of addition and subtraction are related to each other and are used to solve real
life problems
Lines of Inquiry:
 Strategies for addition and subtraction
 Relationships between addition and subtraction
 Selecting an effective strategy to solve real life problems
Key for Levels of Achievement
B = Beginning
C = Consolidating
ME = Meets Expectations
EE = Exceeds Expectations
The student has begun to demonstrate
some evidence of achieving learning
outcomes; however applies limited
knowledge, skills and understandings.
The student’s learning is below year
level expectations at this time.
The student has demonstrated
evidence of the learning outcomes.
The student is practising skills and is
developing knowledge and
understandings. Learning is at year
level expectations but is not fully
consistent or independent
The student has demonstrated
knowledge of the learning outcomes
and is applying knowledge, skills and
understandings consistently and
independently. Learning is at year
level expectations.
The student has demonstrated
evidence exceeding the learning
outcomes in a variety of ways and
applies higher level knowledge, skills
and understandings consistently.
Learning exceeds year level
expectations.
Beginning
Recall addition facts for numbers at least
to 20 and related subtraction facts
 Recall doubles to 20
 Recalls number bonds to twenty
accurately.
Model addition and subtraction of whole
numbers
 Model addition of two digit numbers
using tokens, bundling sticks and/or ten
frames
 Model subtraction of whole numbers
using tokens, bundling sticks and/or ten
frames
Represent and solve addition problems
(including real life and word) involving 2
digit numbers, using appropriate
strategies.
 For example: Counting on, Counting on
in ten, largest number first, bridging
to/through ten, doubles/near doubles,
place value partitioning, easy
combinations to 10, 50, number families
 Creates verbal action stories to
represent addition problems
Represent and solve subtraction
problems (including real life and word)
involving 2 digit numbers, using
appropriate strategies
 For example: Counting back, counting
back in 10’s, bridging back through 10,
number families
 Creates verbal action stories to
represent subtraction problems
Consolidating / Meets Expectations
Recall addition facts of multiples of ten
to at least 100 and related subtraction
facts
Exceeds Expectations
Model addition and subtraction of whole Model addition and subtraction of whole
numbers
numbers
 Model addition of two digit numbers
 Model addition of three digit numbers
using tokens, bundling sticks and/or
using trading game with base 10 blocks
base 10 blocks
 Model subtraction of whole numbers
using tokens, bundling sticks and/or
base 10 blocks
Solve addition problems (including real
Solve addition problems (including real
life and word) using appropriate written life and word) using appropriate efficient
and mental strategies
mental and written strategies
 For example: Jump Strategy, Bridging
 For example: Jump Strategy, Bridging
to/through 10, Place Value Partitioning,
to/through 10, Place Value Partitioning,
Easy Combinations to 10, 50, 100,
Easy Combinations to 10, 50, 100,
Compensation
Compensation with tidy numbers, Near
doubles, inverse operations, number
 Add whole numbers using expanded
bonds to 100
formal written strategies
 Mentally add three or more two digit
numbers
Solve subtraction problems (including
Solve subtraction problems (including real
real life and word) using appropriate
life and word) using appropriate efficient
written and mental strategies
mental and written strategies
 For example: Jump strategy, Bridging
 For example: Jump strategy; Bridging
back through 10, Place Value
back through 10; Place value partitioning
Partitioning (Split Strategy),
(split strategy); Compensation with tidy
Compensation, Inverse Operation (don’t
numbers; Inverse operations (don’t
subtract add)
subtract add)
 Subtract whole numbers using expanded  Subtract two digit or three digit numbers
formal written strategies
from a three digit number using formal
written strategies
Use estimation to check reasonableness
Use estimation and rounding to check
Use estimation and rounding to check
of answers to calculations
the reasonableness of answers to
the reasonableness of answers to
calculations
calculations
Note –For further information and examples of the strategies found within the rubric please refer to the
progression of strategies documents in the Parents as Partners section of the Glenealy globe.