GRADE 3 - PVNC Catholic District School Board

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Health & Physical Education Expectations Page 2 3p22 – hit a slowly – hit moving a slowly object – hit moving a (e.g., slowly object a moving ball (e.g., or a object balloon) a (e.g., or using a a balloon) various or a using balloon) various using various parts of the parts body, of directing the parts body, it of to directing the a partner body, it directing to or a partner large it to target; or a partner a large target; or a large target; Grade 03 Stability Skills Stability Skills 3p23 – jump for distance – jump for – distance height jump for over or distance height low objects; over or height low objects; over low objects; 3p24 – balance – in balance different – in positions, balance different in using positions, different different positions, using body different using parts body and different parts body andparts and levels (e.g., levels on and (e.g., off levels 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 creative in dance); creative dance); 3p25 – move their – move bodies their in – move various bodies their ways in bodies various (e.g., in ways over, various (e.g., under, ways over, through, (e.g., under, over, through, under, through, and around and equipment). around and equipment). around equipment). Active Participation Active Participation Overall Expectations Overall Expectations 3p26 • participate • on participate a regular • participate on basis a regular in physical on basis a regular activities in physical basis that in activities physical maintain that activities ormaintain that or maintain or improve physical improve fitness physical improve (e.g., fitness physical skipping (e.g., fitness to music); skipping (e.g., to skipping music); to music); 3p27 3p28 3p29 • recognize • the recognize personal • recognize the benefits personal of the being benefits personal physically of benefits being active; physically of being physically active; active; • acquire living • acquire skills (e.g., living • acquire basic skills living (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 safety to procedures physical related to activity, related physical equipment, to activity, physical equipment, activity, equipment, and facilities. and facilities. and facilities. Physical Physical Activity Activity 3p30 – participate – vigorously participate – participate in vigorously all aspects vigorously in all of aspects the in program all of aspects the (e.g., program of tag the (e.g., program tag (e.g., tag games, outdoor games, pursuits); outdoor games, pursuits); outdoor pursuits); 3p31 – demonstrate – demonstrate an awareness – demonstrate an of awareness the importance awareness of the importance of being of the physically importance of being physically of being physically active in their active leisure in their time; active leisure in their time; leisure time; 3p32 – describe – the describe health – benefits the describe health of the benefits participating health of benefits 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 Physical Fitness Fitness 3p33 – participate – in participate moderate – participate in to moderate vigorous in moderate to physical vigorous activity to physical vigorous (e.g., activity physical power(e.g., activity power (e.g., power walking) for walking) a minimum for walking) a of minimum twenty for a minutes minimum of twenty each of minutes twenty day, each including minutes day, each including day, including appropriate appropriate warm-up and appropriate warm-up cool-down and warm-up procedures; cool-down and cool-down procedures; procedures; 3p34 – identify the – identify new capabilities – the identify new capabilities the (skills) new that capabilities (skills) result that from (skills) result improved that from result 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); 3p35 – assess their – assess degree – their of assess exertion degree their of in degree exertion physical of in activities 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 Skills Living Skills 3p36 – adopt an action – adopt plan – based action adopt plan on an action based individual plan on an based or individual group on an goal or individual related group goal or group related goal related to physical to activity physical (e.g., to activity physical power (e.g., walking activity power (e.g., for walking one power kilometre for walking one three kilometre for one three kilometre three times a week); times a week); times a week); 3p37 – demonstrate – demonstrate respect – for demonstrate respect the abilities for respect the and abilities feelings for the and of abilities others feelings and (e.g., of feelings others (e.g., of others (e.g., accepting everyone accepting into accepting everyone the group); into everyone the group); into the group); 3p38 – follow the – rules follow of the fair – follow rules play of in the fair games rules play of and in fair games activities play in and (e.g., games activities giving and (e.g., activities giving (e.g., giving everyone a everyone chance to a everyone play); chance to a chance play); to play); 3p39 communicate communicate positively communicate to positively help and to positively encourage help and to others. encourage help and encourage others. others. Ministry of Education
The Arts Expectations Music Overall 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 of 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 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 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 Expectations 3a22 • produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to familiar audiences; Grade 03 Ministry of Education
Page 1 and 2: Ministry of Education Curriculum Ex
Page 3 and 4: English Language Expectations Pg. 2
Page 13 and 14: Mathematics Expectations Page 1 Pro
Page 15 and 16: Mathematics Expectations Page 3 3m3
Page 17 and 18: Mathematics Expectations Page 5 3m6
Page 19 and 20: Science and Technology Expectations
Page 27 and 28: Social Studies Expectations Revised
Page 29: Health & Physical Education Expecta
Page 33 and 34: The Arts Expectations Drama & Dance

GRADE 3 - PVNC Catholic District School Board

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