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Grade 3 Curriculum>>

Grade 3 Curriculum
 
Grade 3 Lessons For The Year
Lessons for the school year September 2008 – June, 2009.
 
Term 1

 

Unit Title: My Body

Focus Questions: 

Why are teeth, stomach and lungs important parts of my body?

Why and how should I care for different parts of my body?

How does food help to make my body healthy?

 

Attainment Targets

 

  • Give and receive information
  • Know and use basic language skills and the conventions of spoken and written language
  • Apply relevant decoding skills to the reading process
  • Respond critically and aesthetically to a variety of stimuli
  • Use recognizable handwriting and appropriate spelling and vocabulary to write for a variety of purposes
  • Explore the attributes of people and objects in order to classify and make comparisons
  • Successfully demonstrate motor movements appropriate to the grade level
  • Explore and know about the dynamic interaction of the physical, social, emotional, spiritual and mental aspects of their lives, and those of others
  • Recognize the relationship between earning a living and satisfying basic needs, as we value and use money
  • Operate with pattern and numerals as they seek to find solutions for problem

 
Objectives

 

  1. Group teeth in a variety of ways (e.g. temporary, permanent, number, size, shape, use).
  2. Name and locate different types of teeth and match with their uses
  3. Make inferences about types of teeth and their properties- colour, shape, texture (rough, smooth, hard)
  4. Distinguish between temporary and permanent teeth (number shape size).
  5. Illustrate approximate location of the teeth, stomach and lungs
  6. Describe appearance  of the stomach – size, shape, colour and texture
  7. Describe and state main functions of the teeth, stomach and lungs.
  8. Discriminate between inhaled and exhaled air.
  9. Read, interpret and solve problems from information given in table, pictograph, and bar chart.
  10. Discuss some problems which result from improper diet.
  11. Show ability to sequence idea.
  12. Write neatly and legibly in cursive

 
Unit title: Satisfying Other Needs

Focus Questions:  

What is the difference between basic needs and other needs?

How do we satisfy other needs?

Does satisfying other needs make a difference to life?

 
Attainment Targets

 

  • Represent and interpret numerical/pictorial data
  • Recognize that individuals, while unique, also belong to several different groups, and that groups have rules and authority figures
  • Identify, create and respond to sounds in the environment
  • Explore and know about the dynamic interaction of the physical, social, emotional, mental and spiritual aspects of their lives and those of others

 
Objectives

 

  1. Distinguish between basic and other needs.
  2. Discuss some of the ways in which moral values help shape society.
  3. Explain the role of personal and creative expression in satisfying other needs.
  4. Generate sentences using adjectives and adverbs to describe effectively.
  5. Spell high frequency words, sight words appropriate to grade, words encountered across subject areas.
  6. Identify specific ways in which people satisfy their need for love, trust, worship, friendship, etc.
  7. Use consonant blends, consonant digraphs and clusters with greater consistency.
  8. Use structural analysis (compound words).
  9. List some of the effects of the absence of positive moral values on the society.
  10. Identify life-threatening situations and explain how religious beliefs and practices help people to cope with these situations.
  11. Write for practical purposes, e.g. letter of invitation.
  12. Express their understanding of a story or poem, in any form of the creative writing.

Term 2

 
Unit Title:  Providers of Goods and Services

Focus Questions:

Who are the provider of the goods and services which we need?

How do workers contribute to the development of my community?

How do rules help workers at the workplace?

 

Attainment Targets

 

  • Demonstrate an awareness of time and the relationships between occasions or events
  • Appreciate that interdependent relationships are necessary for survival and development

 
Objectives

 

  1. Identify different workers in the community.
  2. List the rights and responsibilities of workers.
  3. Develop a simple data collecting instrument.
  4. Estimate, measure and compare units of measure in appropriate situations.
  5. Demonstrate understanding of the roles of different workers.
  6. Explain how and why occupations vary from one community to another in Jamaica and elsewhere.
  7. Read and interpret a horizontal or vertical bar chart.
  8. Evaluate the importance of each group of workers in the community.
  9. Identify rules and regulations which govern the behaviour in the home, school and workplace.
  10. Develop and implement activities to care for the classroom, school, home and community.
  11. Development and implement activities for maintaining cleanliness of home, school and community.
  12. Give examples of ways in which workers and community members depend on each other.

 
Unit title: Relating to Others Outside of Jamaica

Focus Questions: 

What types of relations do we have with people of other countries?

Why is it important that we relate to other countries of the world?

In what ways are we alike or different from the people with whom we relate outside of Jamaica?

How can we ensure that Jamaica maintains good relations with other countries?

 

Attainment Targets

 

  • Be aware of the diversity of symbols, customs and practices among different groups
  • Know and use basic language skills and the conventions of spoken and written language
  • Explore the attributes of people and objects in order to classify and make comparisons
  • Recognize the relationship between earning a living and satisfying basic needs as we value and use money
  • Apply relevant decoding skills to reading process
  • Read for meaning, fluency and enjoyment
  • Apply study skills and be able to research information

 

Objectives

 

  1. Define and use correctly the following concepts: relationship, interdependence, culture, relations.
  2. Identify the types of relations that exist between Jamaica and other countries of the region and the world.
  3. Generate their own sentences using he/she/it/singular noun + base verbs.
  4. Identify imports and exports.
  5. State the advantages and disadvantages of Jamaica’s relations with other countries of the region and the world.
  6. Define and use correctly the concepts: tourist, tourism, foreign exchange.
  7. Read, listen to and retell stories, create dances and dramatize situations from these.
  8. Tell the worth of a set of coins or notes.
  9. Use art forms as a medium for personal creative expression, communication and emotional release.
  10. Discuss ways that, as a country, we can nurture good relations with other countries.
  11. Identify factors that can lead to the breaking off of ties between countries.
  12. Write for practical purposes, e.g. letter to persuade, inform.

 

Term 2

 
Unit Title: Aspects of the Jamaican Culture

Focus Questions:

What is culture?

(a) How did the Jamaican culture emerge? (b) How does it continue to evolve?

Why is our culture valuable to us?

 

Attainment Targets

 

  • Be aware of  and appreciate the diversity of symbols, customs and practices among different groups
  • Identify, create and respond to sounds in the environment
  • Recognize that individuals, while unique, also belong to several different groups, and that groups have rules and authority figures
  • Explore and know about the dynamic interaction of the physical, emotional and mental aspects of their lives and those of others
  • Appreciate that interdependent relationships are necessary for survival, growth and development

 
Objection 

 

  1. Define and use correctly the concept of culture.
  2. Explain how culture evolves over time.
  3. Distinguish between Creole and SJE, recognising that language changes according to situation.
  4. Conduct research on aspects of Jamaican culture.
  5. Identify and lists sources from which aspects of our culture are derived.
  6. Explain how various ethnic groups contributed to our cultural development.
  7. In SJE, relate information about culture.
  8. Read calendar and recognize the relationship between time unit.
  9. Demonstrate understanding of the fact that moral values are essential for the development of character.
  10. Describe ways in which people can earn a living from marketing culture.
  11. Identify career and employment opportunities in the tourism sectors.
  12. Identify and evaluate the advantages of tourism to Jamaica.

 
Term 3

 

Unit Title:  Living and Non-living Things in My Environment

Focus Questions:

How can I tell if something in my environment is living?

Why do living things need special habitats?

How are living and non-living things affected by changes in the environment?

In what ways are non-living things and living things interdependent?

 

Attainment Targets

 

         Apply study skills and be able to do research for information

         Explore attributes of people and objects in order to classify and make comparisons

         Successfully demonstrate motor movements appropriate to the grade level

         Demonstrate an awareness of time and the relationships between occasions or events

         Identify, create, and respond to sounds in the environment

         Know the important features of the environment

         Demonstrate care and use precautionary measures that reduce risk of harm to oneself, others and the environment

         Appreciate that interdependent relationships are necessary for survival, growth and development  
 
Objectives

 

  1. Identify and discuss processes that all living things undergo.
  2. Use body parts and movements to depict life processes.
  3. Discriminate between inhaled and exhaled air.
  4. Collect and record attribute data (relating to observation of living things that live in different habitats.
  5. List some differences between plants and animals (of different habitats).
  6. Write to share ideas and feelings on what they have observed (on the habitats of some animals).
  7. Identify the effects that changes of time and seasons have on living things.
  8. Discuss the importance of proper disposal of waste.
  9. Use tally marks to record data (where appropriate).
  10. Generate own sentences using plurals.
  11. Interpret key ideas and words in text.
  12. Create a sound picture depicting environmental sounds.

 
Unit Title: Caring for my environment

Focus Questions:

What is my physical environment?

Why and how should we care for our environment?

How can I persuade others to care for the environment?

 

Attainment Targets

 

         Demonstrate care and use precautionary measures that reduce risk of harm to oneself, others and the environment

         Appreciate that interdependent relationships are necessary for survival, growth and development

         Give and receive information

 

 

Objective

 

  1. Classify thing in the physical environment in a variety of ways (natural, man-made).
  2. Identify basic shapes, forms, colours and textures observed in the physical environment.
  3. Explain how the physical environment affects the ways in which people meet their basic needs.
  4. Identify resources in the environment, including people and places.
  5. Talk freely about observations.
  6. Explain why it is now most urgent to protect the physical environment.
  7. Identify ways in which the physical environment has changed over time, in different places (locally).
  8. Discuss and practise conservation of resources, e.g. water and electricity.
  9. sustain expression in SJE
  10. Write to share ideas and feelings (showing sensitivity to language).
  11. Create and depict ways of influencing others to appreciate the importance of proper use and management of the environment.
  12. Write for practical purposes, e.g. letter of invitation. 








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