Alberta Education, Alberta, Canada 2011

ENGLISH LANGUAGE ARTS

Listening Reading Viewing
Speaking Writing Representing
All thelanguageartsareinterrelatedandinterdependent;
facilityinonestrengthensandsupportstheothers.

Comprehendandrespondpersonallyand
criticallytooral, print andother mediatexts
Usestrategiesandcues
Understandforms, elementsandtechniques
Respondtotexts
Createoriginal text
Explorethoughts, ideas,
feelingsandexperiences
Discover andexplore
Clarifyandextend
Manageideasandinformation
Planandfocus
Select andprocess
Organize, recordand
evaluate
Shareandreview
Enhancetheclarityand
artistryof communication
Enhanceandimprove
Attendtoconventions
Present andshare

Respect, support and
collaboratewithothers
Respect othersand
strengthencommunity
Workwithinagroup
HEALTH AND LIFE SKILLS
RelationshipChoices
UnderstandingandExpressingFeelings
Interactions
GroupRolesandProcesses
LifeLearningChoices
LearningStrategies
LifeRolesandCareer
Development
Volunteerism
WellnessChoices
Personal Health
SafetyandResponsibility
ComprehensiveSchool Health
Responsible, HealthyChoices

MATHEMATICS
Communication Technology
Connections Visualization
Reasoning ProblemSolving
Mental MathematicsandEstimation
ShapeandSpace
estimate, measureandcompareusingwhole
numbersandstandardmeasurement units
describe, classify, construct andrelate3-Dobjects
and2-Dshapes.
describerelativepositionsof objectsinone
dimension.

StatisticsandProbability
collect first- andsecond-hand
data
displaydatainmorethanone
way
interpret datatomake
predictions
usesimpleprobability
experiments.

Number
recognizeandworkwithwhole
numbers0to1000
applyarithmeticoperationson
wholenumbers
comparefractionsof thesame
wholethat havelike
denominators.

PatternsandRelations
investigaterulesfor numerical and
non-numerical patterns, suchasthose
foundinthehome
usetherulestomakepredictions.

SCIENCE
Buildingwith
aVariety
of Materials
TestingMaterials
andDesigns Hearingand
Sound
Animal Life
Cycles
Rocksand
Minerals

ScienceInquiry
ProblemSolvingthrough
Technology
Attitudes
Understandings

PHYSICAL EDUCATION
Acquirebasic
locomotor,
nonlocomotor and
manipulativeskills
throughavariety of
developmentally
appropriatemovement
activities
Dimensions
dance typesof gymnastics
games individual activities
activitiesinanalternative
environment

Assume
responsibilitytolead
anactivewayof life
Interact positively
withothers
Understand,
experienceand
appreciatethehealth
benefitsthat result
fromphysical activity
Health Self-confidence
ActiveLifestyle Self-esteem
PositiveInteractions Goal Setting
Academic Economic
Achievement Skill Development
ART
Expression
purposerecord, illustrate,
decorate, express, create
subject matter
mediaandtechniques
Depiction
mainforms andproportions
actionsandviewpoints
qualitiesanddetails
Composition
emphasis
unity
craftsmanship
Reflection
analysis
natural forms
assessment
visual qualitiesof objects
appreciation
interpret artworksthrough
context andlessvisible
characteristics
Individual Creative
Visual Cultural
Learning Environmental
Communication
MUSIC
Rhythm Expression
Form Melody
Harmony
Listening Moving
Singing Playinginstruments
Reading (&Writing)
Creating
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT). The ICT curriculumis not
intended to stand alone as a course but rather to be infused within core courses and programs.
GRADE 3 CURRICULUM OVERVIEW
OPTIONAL
SUBJECT AREAS
Languages
Other than
English
Drama
SOCIAL STUDIES
Connecting with the World
Citizenship Identity
Time, ContinuityandChange
TheLand: PlacesandPeople
Power, AuthorityandDecisionMaking
EconomicsandResources
Global Connections
CultureandCommunity

Communitiesinthe
World

Global
Citizenship

Skillsand
Processes
The Rationale and Philosophy for all subjects can be found at
http://education.alberta.ca/teachers.aspx.
AlbertaEducation, Alberta, Canada Grade3Outcomes/ 1
2006
ENGLISH LANGUAGE ARTS GRADE 3 OUTCOMES

General Outcome 1:
Students will listen, speak, read, write,
view and represent to explore thoughts,
ideas, feelings and experiences.

1.1 Discover and Explore

Express ideas and develop understanding
connect prior knowledgeandpersonal
experienceswithnewideasandinformationin
oral, print andother mediatexts
explainunderstandingof newconceptsinown
words
exploreideasandfeelingsbyasking
questions, talkingtoothersandreferringto
oral, print andother mediatexts

Experiment with language and forms
chooseappropriateformsof oral, print and
other mediatextsfor communicatingand
sharingideaswithothers

Express preferences
chooseandshareavarietyof oral, print and
other mediatextsinareasof particular interest

Set goals
discussareasof personal accomplishment as
readers, writersandillustrators

1.2 Clarify and Extend

Consider the ideas of others
ask for theideasandobservationsof othersto
exploreandclarifypersonal understanding

Combine ideas
experiment witharrangingandrecordingideas
andinformationinavarietyof ways

Extend understanding
ask questionstoclarifyinformationand
ensureunderstanding




















General Outcome 2:
Students will listen, speak, read, write, view and
represent to comprehend and respond personally and
critically to oral, print and other media texts.

2.1 Use Strategies and Cues

Use prior knowledge
shareideasdevelopedthroughinterests, experiencesand
discussionthat arerelatedtonewideasandinformation
identifythedifferent waysinwhichoral, print andother media
texts, suchasstories, textbooks, letters, pictionariesandjunior
dictionaries, areorganized, andusethemtoconstruct and
confirmmeaning

Use comprehension strategies
usegrammatical knowledgetopredict wordsandsentence
structureswhenreadingnarrativeandexpositorymaterials
applyavarietyof strategies, suchassettingapurpose,
confirmingpredictions, makinginferencesanddrawing
conclusions
identifythemainideaor topicandsupportingdetailsinsimple
narrativeandexpositorypassages
extendsight vocabularytoincludepredictablephrasesand
wordsrelatedtolanguageuse
readsilentlywithincreasingconfidenceandaccuracy
monitor andconfirmmeaningbyrereadingwhennecessary,
andbyapplyingknowledgeof pragmatic, semantic, syntactic
andgraphophoniccueingsystems

Use textual cues
useheadings, paragraphs, punctuationandquotationmarksto
assist withconstructingandconfirmingmeaning
attendtoanduseknowledgeof capitalization, commasina
series, questionmarks, exclamationmarksandquotation
markstoreadaccurately, fluentlyandwithcomprehension
duringoral andsilent reading

Use phonics and structural analysis
applyphonicrulesandgeneralizationscompetentlyand
confidentlytoreadunfamiliar wordsincontext
applywordanalysisstrategiestosegment wordsintopartsor
syllables, whenreadingunfamiliar wordsincontext
associatesoundswithanincreasingnumber of vowel
combinations, consonant blendsanddigraphs, andletter
clusterstoreadunfamiliar wordsincontext

Use references
put wordsinalphabetical order byfirst andsecondletter
usepictionaries, junior dictionariesandspell-check functions
toconfirmthespellingsor locatethemeaningsof unfamiliar
wordsinoral, print andother mediatexts

(continued)











General Outcome 3:
Students will listen, speak, read, write, view and
represent to manage ideas and information.

3.1 Plan and Focus

Focus attention
useself-questioningtoidentifyinformationneededto
supplement personal knowledgeonatopic
identifyfactsandopinions, mainideasanddetailsinoral,
print andother mediatexts

Determine information needs
ask topic-appropriatequestionstoidentifyinformation
needs

Plan to gather information
contributeideasfor developingaclassplantoaccessand
gather ideasandinformation

3.2 Select and Process

Use a variety of sources
findinformationtoanswer researchquestions, usinga
varietyof sources, suchaschildrensmagazines, CDROMs,
plays, folk tales, songs, storiesandtheenvironment

Access information
usetext features, suchastitles, pictures, headings, labels,
diagramsanddictionaryguidewords, toaccessinformation
locateanswerstoquestionsandextract appropriateand
significant informationfromoral, print andother media
texts
usecardor electroniccataloguestolocateinformation

Evaluate sources
reviewinformationtodetermineitsusefulnessinanswering
researchquestions

3.3 Organize, Record and Evaluate

Organize information
organizeideasandinformation, usingavarietyof strategies,
suchasclustering, categorizingandsequencing
draft ideasandinformationintoshort paragraphs, withtopic
andsupportingsentences

Record information
recordfactsandideasusingavarietyof strategies; list titles
andauthorsof sources
list significant ideasandinformationfromoral, print and
other mediatexts

Evaluate information
determineif gatheredinformationissufficient toanswer
researchquestions

3.4 Share and Review

Share ideas and information
organizeandshareideasandinformationontopicsto
engagefamiliar audiences
usetitles, headingsandvisualstoaddinterest andhighlight
important pointsof presentation

Review research process
assesstheresearchprocess, usingpre-establishedcriteria
General Outcome 4:
Students will listen, speak, read, write, view and
represent to enhance the clarity and artistry of
communication.

4.1 Enhance and Improve

Appraise own and others work
shareownoral, print andother mediatextswithothers
toidentifystrengthsandideasfor improvement

Revise and edit
combineandrearrangeexistinginformationto
accommodatenewideasandinformation
edit for completeandincompletesentences

Enhance legibility
print legibly, andbegintolearnproper alignment,
shapeandslant of cursivewriting
spacewordsandsentencesconsistentlyonalineand
page
usekeyboardingskillstocompose, reviseandprint
text
understandandusevocabularyassociatedwith
keyboardingandwordprocessing

Expand knowledge of language
explainrelationshipsamongwordsandconcepts
associatedwithtopicsof study
experiment withwordsandwordmeaningstoproduce
avarietyof effects

Enhance artistry
choosewords, languagepatterns, illustrationsor
soundstoadddetail andcreatedesiredeffectsinoral,
print andother mediatexts

4.2 Attend to Conventions

Attend to grammar and usage
identifyavarietyof sentencetypes, anduseinown
writing
identifycorrect subjectverbagreement, andusein
ownwriting
useadjectivesandadverbstoaddinterest anddetail to
ownwriting
distinguishbetweencompleteandincomplete
sentences

Attend to spelling
usephonicknowledgeandskillsandvisual memory,
systematically, tospell phonicallyregular, three-
syllablewordsinownwriting
identifygeneralizationsthat assist withthespellingof
unfamiliar words, includingirregular pluralsinown
writing
identifyfrequentlymisspelledwords, anddevelop
strategiesfor learningtospell themcorrectlyinown
writing

(continued)




General Outcome 5:
Students will listen, speak, read, write, view
and represent to respect, support and
collaborate with others.

5.1 Respect Others and Strengthen Community

Appreciate diversity
describesimilaritiesbetweenexperiencesand
traditionsencounteredindailylifeandthose
portrayedinoral, print andother mediatexts
retell, paraphraseor explainideasinoral, print and
other mediatexts

Relate texts to culture
identifyanddiscusssimilar ideasor topicswithin
storiesfromoral, print andother mediatextsfrom
variouscommunities

Celebrate accomplishments and events
useappropriatelanguagetoacknowledgeand
celebrateindividual andclassaccomplishments

Use language to show respect
demonstraterespect for theideas, abilitiesand
languageuseof others

5.2 Work within a Group

Cooperate with others
work cooperativelywithothersinsmall groupson
structuredtasks
identifyotherswhocanprovideassistance, andseek
their helpinspecificsituations

Work in groups
contributeideasandinformationontopicsto
developacommonknowledgebaseinthegroup
ask othersfor their ideas, andexpressinterest in
their contributions

Evaluate group process
assesstheeffectivenessof groupprocess, usingpre-
establishedcriteria


AlbertaEducation, Alberta, Canada Grade3Outcomes/ 2
2006
(continued)

2.2 Respond to Texts

Experience various texts
chooseavarietyof oral, print andother mediatextsfor shared
andindependent listening, readingandviewingexperiences,
usingtextsfromavarietyof cultural traditionsandgenres,
suchasnonfiction, chapter books, illustratedstorybooks, drum
dances, fables, CDROM programsandplays
tell or writeabout favouritepartsof oral, print andother media
texts
identifytypesof literature, suchashumour, poetry, adventure
andfairytales, anddescribefavourites
connect ownexperienceswiththeexperiencesof individuals
portrayedinoral, print andother mediatexts, usingtextual
references

Construct meaning fromtexts
connect portrayalsof charactersor situationsinoral, print and
other mediatextstopersonal andclassroomexperiences
summarizethemainideaof individual oral, print andother
mediatexts
discuss, represent or writeabout ideasinoral, print andother
mediatexts, andrelatethemtoownideasandexperiencesand
toother texts
makeinferencesabout acharactersactionsor feelings
expresspreferencesfor onecharacter over another

Appreciate the artistry of texts
expressfeelingsrelatedtowords, visualsandsoundinoral,
print andother mediatexts
identifyhowauthorsusecomparisons, andexplainhowthey
createmental images

2.3 Understand Forms, Elements and Techniques

Understand forms and genres
identifydistinguishingfeaturesof avarietyof oral, print and
other mediatexts
discusswaysthat visual imagesconveymeaninginprint and
other mediatexts

Understand techniques and elements
includeevents, settingandcharacterswhensummarizingor
retellingoral, print or other mediatexts
describethemaincharactersintermsof whotheyare, their
actionsinthestoryandtheir relationswithother characters
identifywaysthat messagesareenhancedinoral, print and
other mediatextsbytheuseof specifictechniques

Experiment with language
recognizeexamplesof repeatedhumour, soundandpoetic
effectsthat contributetoaudienceenjoyment

2.4 Create Original Text

Generate ideas
experiment withwaysof generatingandorganizingideasprior
tocreatingoral, print andother mediatexts

Elaborate on the expression of ideas
usesentencevarietytolink ideasandcreateimpressionson
familiar audiences

Structure texts
experiment withavarietyof storybeginningstochooseones
that best introduceparticular stories
addsufficient detail tooral, print andother mediatextstotell
about settingandcharacter, andtosustainplot
(continued)

Attend to capitalization and punctuation
usecapital lettersappropriatelyintitlesof booksand
stories
useexclamationmarks, appropriately, asend
punctuationinownwriting
useapostrophestoformcommoncontractionsandto
showpossessioninownwriting
identifycommas, endpunctuation, apostrophesand
quotationmarkswhenreading, andusethemtoassist
comprehension

4.3 Present and Share

Present information
present ideasandinformationonatopic, usingapre-
establishedplan

Enhance presentation
useprint andnonprint aidstoillustrateideasand
informationinoral, print andother mediatexts

Use effective oral and visual communication
speak or present oral readingswithfluency, rhythm,
pace, andwithappropriateintonationtoemphasizekey
ideas

Demonstrate attentive listening and viewing
rephrase, restateandexplainthemeaningof oral and
visual presentations
identifyandset purposesfor listeningandviewing



AlbertaEducation, Alberta, Canada Grade3Outcomes/ 3
2008
MATHEMATICS GRADE 3 OUTCOMES

Strand: Number

General Outcome
Developnumber sense.

Specific Outcomes
1. Say thenumber sequence0to 1000forwardandbackwardby:
5s, 10sor 100s, usingany startingpoint
3s, usingstartingpointsthat aremultiplesof 3
4s, usingstartingpointsthat aremultiplesof 4
25s, usingstartingpointsthat aremultiplesof 25.
[C, CN, ME]
2. Represent anddescribenumbersto 1000, concretely, pictorially andsymbolically.
[C, CN, V]
3. Compareandorder numbersto 1000.
[C, CN, R, V]
4. Estimatequantitieslessthan1000, usingreferents.
[ME, PS, R, V]
5. Illustrate, concretely andpictorially, themeaningof placevaluefor numeralsto 1000.
[C, CN, R, V]
6. Describeandapply mental mathematicsstrategiesfor addingtwo 2-digit numerals, suchas:
addingfromleft to right
takingoneaddendto thenearest multipleof tenandthencompensating
usingdoubles.
[C, CN, ME, PS, R, V]
7. Describeandapply mental mathematicsstrategiesfor subtractingtwo 2-digit numerals, such
as:
takingthesubtrahendto thenearest multipleof tenandthencompensating
thinkingof addition
usingdoubles.
[C, CN, ME, PS, R, V]
8. Apply estimationstrategiesto predict sumsanddifferencesof two 2-digit numeralsina
problem-solvingcontext.
[C, ME, PS, R]
9. Demonstrateanunderstandingof additionandsubtractionof numberswithanswersto 1000
(limitedto 1-, 2- and3-digit numerals), concretely, pictorially andsymbolically, by:
usingpersonal strategiesfor addingandsubtractingwithandwithout thesupport of
manipulatives
creatingandsolvingproblemsincontext that involveadditionandsubtractionof numbers.
[C, CN, ME, PS, R, V]
10. Apply mental mathematicsstrategiesandnumber properties, suchas:
usingdoubles
making10
usingthecommutativeproperty
usingtheproperty of zero
thinkingadditionfor subtraction
for basic additionfactsandrelatedsubtractionfactsto 18.
[C, CN, ME, PS, R, V]
11. Demonstrateanunderstandingof multiplicationto 5 5by:
representingandexplainingmultiplicationusingequal groupingandarrays
creatingandsolvingproblemsincontext that involvemultiplication
modellingmultiplicationusingconcreteandvisual representations, andrecordingthe
processsymbolically
relatingmultiplicationto repeatedaddition
relatingmultiplicationto division.
[C, CN, PS, R]
(continued)
Strand: Patterns and Relations
(Patterns)

General Outcome
Usepatternsto describetheworld
andto solveproblems.

Specific Outcomes
1. Demonstrateanunderstanding
of increasingpatternsby:
describing
extending
comparing
creating
numerical (numbersto 1000)
andnon-numerical patterns
usingmanipulatives, diagrams,
soundsandactions.
[C, CN, PS, R, V]
2. Demonstrateanunderstanding
of decreasingpatternsby:
describing
extending
comparing
creating
numerical (numbersto 1000)
andnon-numerical patterns
usingmanipulatives, diagrams,
soundsandactions.
[C, CN, PS, R, V]
3. Sort objectsor numbers, using
oneor morethanoneattribute.
[C, CN, R, V]

Strand: Patterns and Relations
(Variables and Equations)

General Outcome
Represent algebraic expressionsin
multipleways.

Specific Outcomes
4. Solveone-stepadditionand
subtractionequationsinvolving
asymbol to represent an
unknownnumber.
[C, CN, PS, R, V]

Strand: Shape and Space (Measurement)

General Outcome
Usedirect andindirect measurement to solveproblems.

Specific Outcomes
1. Relatethepassageof timeto commonactivities, usingnonstandardandstandard
units(minutes, hours, days, weeks, months, years).
[CN, ME, R]
2. Relatethenumber of secondsto aminute, thenumber of minutesto anhour and
thenumber of daysto amonthinaproblem-solvingcontext.
[C, CN, PS, R, V]
3. Demonstrateanunderstandingof measuringlength(cm, m) by:
selectingandjustifyingreferentsfor theunitscmandm
modellinganddescribingtherelationshipbetweentheunitscmandm
estimatinglength, usingreferents
measuringandrecordinglength, widthandheight.
[C, CN, ME, PS, R, V]
4. Demonstrateanunderstandingof measuringmass(g, kg) by:
selectingandjustifyingreferentsfor theunitsgandkg
modellinganddescribingtherelationshipbetweentheunitsgandkg
estimatingmass, usingreferents
measuringandrecordingmass.
[C, CN, ME, PS, R, V]
5. Demonstrateanunderstandingof perimeter of regular andirregular shapesby:
estimatingperimeter, usingreferentsfor cmor m
measuringandrecordingperimeter (cm, m)
constructingdifferent shapesfor agivenperimeter (cm, m) to demonstrate
that many shapesarepossiblefor aperimeter.
[C, ME, PS, R, V]

Strand: Shape and Space (3-D Objects and 2-D Shapes)

General Outcome
Describethecharacteristicsof 3-D objectsand2-D shapes, andanalyzethe
relationshipsamongthem.

Specific Outcomes
6. Describe3-D objectsaccordingto theshapeof thefacesand thenumber of edges
andvertices.
[C, CN, PS, R, V]
7. Sort regular andirregular polygons, including:
triangles
quadrilaterals
pentagons
hexagons
octagons
accordingto thenumber of sides.
[C, CN, R, V]

Strand: Shape and Space (Transformations)

General Outcome
[no outcomesat thisgradelevel]
Strand: Statistics and Probability
(Data Analysis)

General Outcome
Collect, display andanalyzedatato solve
problems.

Specific Outcomes
1. Collect first-handdataandorganizeit
using:
tally marks
lineplots
charts
lists
to answer questions.
[C, CN, PS, V]
[ICT: C41.3]
2. Construct, label andinterpret bar graphs
to solveproblems.
[C, PS, R, V]
[ICT: C41.3, C71.3, C71.4]

Strand: Statistics and Probability
(Chance and Uncertainty)

General Outcome
[no outcomesat thisgradelevel]



Mathematical Processes: Communication[C] Connections[CN] Mental MathematicsandEstimation[E] ProblemSolving[PS]
Reasoning[R] Technology[T] Visualization [V]
AlbertaEducation, Alberta, Canada Grade3Outcomes/ 4
2008
(continued)

12. Demonstrateanunderstandingof division(limitedto divisionrelatedto multiplicationfacts
upto
5 5) by:
representingandexplainingdivisionusingequal sharingand equal grouping
creatingandsolvingproblemsincontext that involveequal sharingandequal grouping
modellingequal sharingandequal groupingusingconcreteandvisual representations, and
recordingtheprocesssymbolically
relatingdivisionto repeatedsubtraction
relatingdivisionto multiplication.
[C, CN, PS, R]
13. Demonstrateanunderstandingof fractionsby:
explainingthat afractionrepresentsapart of awhole
describingsituationsinwhichfractionsareused
comparingfractionsof thesamewholethat havelikedenominators.
[C, CN, ME, R, V]


Mathematical Processes: Communication[C] Connections[CN] Mental MathematicsandEstimation[E] ProblemSolving[PS]
Reasoning[R] Technology[T] Visualization [V]
AlbertaEducation, Alberta, Canada Grade3Outcomes/ 5
2006
SCIENCE GRADE 3 OUTCOMES

SKILLS

Science Inquiry

General Learner Expectations
Students will:
31 Investigate the nature of things, demonstrating purposeful action that leads to observations and inferences.
32 Identify patterns and order in objects and events studied; and, with guidance, record observations, using
pictures, words and charts; and make predictions and generalizations, based on observations.

Specific Learner Expectations
Students will:
Focus
ask questionsthat leadtoexplorationandinvestigation
identifyoneor morepossibleanswerstoquestionsbystatingpredictionsor hypotheses

Explore and Investigate
identify, withguidance, procedurestobefollowedinfindinganswerstogivenquestions
carryout proceduresdevelopedbythemselvesor identifiedbyothers
identifymaterialsandhowtheyareused
work independentlyor withotherstocarryout theidentifiedprocedures
identify, withguidance, sourcesof informationandideasand, withguidance, accessinformationandideasfromthose
sources. Sourcesmayincludelibrary, classroom, communityandcomputer-basedresources

Reflect and Interpret
recordobservationsandmeasurements, usingcaptionedpicturesandcharts, withguidanceintheconstructionof
charts. Computer resourcesmaybeusedfor recordkeepingandfor displayandinterpretationof data
stateaninference, basedonobservations
identifyapplicationsof what waslearned
identifynewquestionsthat arisefromtheinvestigation.



Problem Solving through Technology

General Learner Expectations
Students will:
33 Investigate a practical problem, and develop a possible solution.
Note: The problem will involve building a rigid or semi-rigid structure, using available
materials.

Specific Learner Expectations
Students will:
Focus
identifythepurposeof theobject tobeconstructed: What istobedeveloped? What isit for?

Explore and Investigate
attempt avarietyof strategiestocompletetasks
identifystepsfollowedincompletingthetask andexplainthepurposeof eachstep
identifymaterialsandhowtheyareused
engageinall partsof thetask andsupport theeffortsof others
identify, withguidance, sourcesof informationandideasand, withguidance, access
informationandideasfromthosesources. Sourcesmayincludelibrary, classroom,
communityandcomputer-basedresources

Reflect and Interpret
communicateresultsof constructionactivities, usingwrittenandoral languageandpictures
evaluatetheproduct andidentifypossibleimprovements
identifynewapplicationsfor thedesignor methodof construction.

ATTITUDES

General Learner Expectations
Students will:
34 Demonstrate positive attitudes for the study of science and for the
application of science in responsible ways.

Specific Learner Expectations
Students will show growth in acquiring and applying the following traits:
curiosity
confidenceinpersonal abilitytoexplorematerialsandlearnbydirect study
inventivenessandwillingnesstoconsider newideas
perseveranceinthesearchfor understandingsandfor solutionstoproblems
awillingnesstobasetheir conclusionsandactionsontheevidenceof their
ownexperiences
awillingnesstowork withothersinsharedactivitiesandinsharingof
experiences
appreciationof thebenefitsgainedfromsharedeffort andcooperation
asenseof responsibilityfor personal andgroupactions
respect for livingthingsandenvironments, andcommitment for their care.


UNDERSTANDINGS

Rocks and Minerals

Building with a Variety of Materials Testing Materials and Designs Hearing and Sound Animal Life Cycles
General Learner Expectations
Students will:
35 Demonstrate knowledge of materials that
comprise Earths crust, and demonstrate skill
in classifying these materials.

Specific Learner Expectations
Students will:
1. Comparesamplesof variouskindsof rock, and
identifysimilaritiesanddifferences.
2. Givenadescriptionof thepropertiesof aparticular
rock or mineral, identifyasamplerock or mineral
that matchesthoseproperties. Propertiesthat
studentsshouldbeabletodescribeandinterpret
include:
colour
lustreor shininess; e.g., shiny, dull, glassy,
metallic, earthy
texture; e.g., rough, smooth, uneven
hardness, basedonscratchtestswithavailable
materials
presenceof carbonates. Notethat thepresence
of carbonatescanbetestedwithvinegar or
another mildacid
crystal shapefor minerals, or overall patternof
rocks.



(continued)
General Learner Expectations
Students will:
36 Use, safely, a variety of tools, techniques and
materials in construction activities.
37 Construct structures, using a variety of materials
and designs, and compare the effectiveness of the
various materials and designs for their intended
purposes.

Specific Learner Expectations
Students will:
1. Usingavarietyof materialsandtechniques, design,
construct andtest structuresthat areintendedto:
support objects
spangaps
serveascontainers
serveasmodelsof particular livingthings, objectsor
buildings.
2. Select appropriatematerialsfor useinconstruction
tasks, andexplainthechoiceof materials. Students
shoulddemonstratefamiliaritywithavarietyof
materials, suchaspapers, woods, plastics, clayand
metals.
3. Select toolsthat aresuitabletoparticular tasksand
materials, andusethemsafelyandeffectively.
4. Understandanduseavarietyof methodstojoinor
fastenmaterials.


(continued)
General Learner Expectations
Students will:
38 Evaluate the suitability of different
materials and designs for their use in a
building task.

Specific Learner Expectations
Students will:
1. Recognizethat functional structuresmust be
sufficientlystrongandstableandthat unstableor
weak structuresareoftenunsafetouse.
2. Compareandevaluatethestrengthandstabilityof
different modelsor objectsconstructed.
3. Describethedistinctivepropertiesof some
commonsolids, suchaswood, paper or plastic,
that makethemsuitablefor useasbuilding
materials.
4. Applyprocedurestotest thestrengthof
constructionmaterials, inparticular, different
stocksof papers, plasticsor wood.
5. Applyprocedurestotest different designs.
6. Applyprocedurestotest thestrengthof different
methodsof joining.
7. Identifyandapplymethodsfor makingastructure
stronger andmorestable; e.g., byaddingor
joiningpartstoformtriangles.


General Learner Expectations
Students will:
39 Describe the nature of sound, and demonstrate
methods for producing and controlling sound.

Specific Learner Expectations
Students will:
1. Identifyexamplesof vibration.
2. Recognizethat soundistheresult of vibration; and
demonstratethat thelarger thevibration, thelouder the
sound.
3. Recognizethat therearewaysof measuringthe
loudnessof soundsandthat loudsoundsposeadanger
totheear.
4. Recognizethat pitchistheresult of differencesinthe
rateof vibration, andpredict howachangeintherate
of vibrationwill affect asound.
5. Demonstrateavarietyof waysof producingsounds;
e.g., bystrikinganemptyglass, byblowingair intoa
bottle, byconstructingandusingadevicethat involves
vibratingstrings.
6. Usesound-producingdevicesthat thestudent has
constructedtodemonstratemethodsfor controllingthe
loudness, pitchandqualityof soundproduced.
7. Identifyexamplesthat showthat soundcantravel
throughavarietyof materials, includingsolids, liquids
andair, andthat soundtravelsinall directions.


(continued)
General Learner Expectations
Students will:
310 Describe the appearances and life cycles of
some common animals, and identify their
adaptations to different environments.
311 Identify requirements for animal care.

Specific Learner Expectations
Students will:
1. Classifyavarietyof animals, basedon
observablecharacteristics; e.g., limbs, teeth,
bodycovering, overall shape, backbone.
2. Observeanddescribethegrowthand
development of at least onelivinganimal, asthe
animal developsfromearlytomoreadvanced
stages. Theanimal(s) shouldbefromoneor
moreof thefollowinggroups: mammals, birds,
fish, reptiles, amphibians, insects. Suggested
examplesinclude: gerbils, guppies,
mealworms, tadpoles, worms, butterflies/moths.
Additional examplesfromother animal groups
might alsobeincluded: brineshrimp, isopods,
spiders.






(continued)
AlbertaEducation, Alberta, Canada Grade3Outcomes/ 6
2006
(continued)

3. Describeandclassifyagroupof rocksand
minerals, basedupontheaboveproperties.
4. Recognizethat rocksarecomposedof avarietyof
materials; andgivenacourse-grainedrock and
magnifier, describesomeof thecomponent
materials.
5. Recognizeanddescribethevariouscomponents
withinasampleof soil; e.g., clay, sand, pebbles,
decayingplants; anddescribedifferencesbetween
twodifferent soil samples.
6. Describewaysinwhichrocksbreak downto
becomesoil, anddemonstrateoneor moreof these
ways; e.g., byshakingagroupof small, soft rocks
inajar of water; bystrikingrockstogether.
Note: Safetygogglesshouldbeused.
7. Describesomecommonusesof rocksand
minerals; andidentifyexamplesof thoseuses
withintheschool, homeor local community.

(continued)

5. Identifytheintendedpurposeanduseof structurestobe
built, andexplainhowknowingtheintendedpurpose
andusehelpsguidedecisionsregardingmaterialsand
design.
6. Understandthat simpledesignsareoftenaseffectiveas
morecomplexones, aswell asbeingeasier andcheaper
tobuild, andillustratethisunderstandingwitha
practical example.
7. Recognizetheimportanceof goodworkmanship, and
demonstrategrowthtowardgoodworkmanship.
8. Maintainandstorematerialsandtoolssafelyand
properly.
9. Applyskillsof listening, speakingand cooperative
decisionmakinginworkingwithother studentsona
constructionproject.


(continued)

8. Describehowthehumanear sensesvibrations.
9. Comparetherangeof hearinginhumanstothat in
other animals; e.g., dogsandbats.
10. Recognizethat certainsoundshavecharacteristicsthat
causethemtobeinterpretedaspleasant or unpleasant,
andidentifythesecharacteristics.
11. Describechangesinhearingthat result fromcontinued
exposuretoloudnoiseandfromthenatural processof
aging.
12. Construct andevaluatedifferent kindsof
soundproofingandsound-amplifyingdevices.
13. Explaintherolethat soundplaysincommunication.


(continued)

3. Predict thenext stagesinthegrowthand
development of at least oneanimal fromeachof
thefollowinggroups: mammals, birds, fish,
reptiles, amphibians, insects; andidentify
similaritiesanddifferencesintheir
developmental sequences.
4. Identifythefoodneedsof at least oneanimal
fromeachof thefollowinggroups: mammals,
birds, fish, reptiles, amphibians, insects; and
describechangesinhoweachanimal obtains
foodthroughdifferent stagesof itslife.
5. Demonstrateawarenessthat parental careis
characteristicof someanimalsandnot of others,
andidentifyexamplesof different formsof
parental care.
6. Demonstrateawarenessthat animalsrequire
different habitatsinorder tomeet their basic
needsof food, water, shelter andspace.
7. Recognizeadaptationsof ayounganimal toits
environment, andidentifychangesinits
relationshiptoitsenvironment asit goes
throughlife; e.g., tadpolesareadaptedfor lifein
anaquaticenvironment; adult frogsshow
adaptationstobothterrestrial andaquatic
environments.
8. Identifyexamplesof environmental conditions
that maythreatenanimal survival, andidentify
examplesof extinct animals.
9. Recognizethat habitat preservationcanhelp
maintainanimal populations, andidentifyways
that student actionscanassist habitat
preservation.
10. Demonstrateknowledgeof theneedsof animals
studied, anddemonstrateskillsfor their care.



AlbertaEducation, Alberta, Canada Grade3Outcomes/ 7
2006
SOCIAL STUDIES (Connecting with the World) GRADE 3 OUTCOMES

3.1 COMMUNITIES IN THE WORLD

General Outcome
Studentswill demonstrateanunderstandingandappreciationof howgeographic, social, cultural
andlinguisticfactorsaffect qualityof lifeincommunitiesinIndia, Tunisia, UkraineandPeru.

Specific Outcomes

Values and Attitudes
Students will:
3.1.1 appreciate similarities and differences among people and communities:
demonstrateanawarenessof andinterest inthebeliefs, traditionsandcustoms
of groupsandcommunitiesother thantheir own(CC)

Knowledge and Understanding
Students will:
3.1.2 examine the social, cultural and linguistic characteristics that affect quality of
life in communities in other parts of the world by exploring and reflecting upon
the following questions for inquiry:
What determinesqualityof life? (CC)
Howdoesdailylifereflect qualityof lifeinthecommunities(e.g., employment,
transportation, rolesof familymembers)? (CC, ER, GC)
Howdoesaccesstopublicservicesaffect thecommunities? (e.g., schools,
hospitals, libraries, transportationsystems)? (ER, GC, PADM)
What arethetraditions, celebrations, storiesandpracticesinthecommunities
that connect thepeopletothepast andtoeachother (e.g., languagespoken,
traditions, customs)? (CC, GC, TCC)
Howisidentityreflectedintraditions, celebrations, storiesandcustomsinthe
communities? (CC, I, TCC)
Howarethevariousleaderschoseninthecommunities(e.g., withinfamilies,
withinschools, withincommunities, withingovernment)? (GC, PADM)
Howaredecisionsmadeinthecommunities? Whoisresponsiblefor making
thedecisions? (CC, PADM)
Howdotheindividualsandgroupsinthecommunitiesmaintainpeace?
(GC, PADM)
Howdotheindividualsandgroupsinthecommunitiescooperateandsharewith
other groupmembers? (C, CC)
Howiscultural diversityexpressedwithineachcommunity? (CC, I)

3.13 examine the geographic characteristics that shape communities in other parts of
the world by exploring and reflecting upon the following questions for inquiry:
Where, onaglobeand/or map, arethecommunitiesinrelationtoCanada?
(LPP)
Inwhat waysdothepeopleinthecommunitiesdependon, adapt toandchange
theenvironment inwhichtheyliveandwork? (ER, LPP)
Inwhat waysdothecommunitiesshowconcernfor their natural environment?
(GC, LPP)
Howdoesthephysical geographyinfluencethehumanactivitiesinthe
communities(e.g., availabilityof water, climate)? (CC, LPP)

3.14 examine economic factors that shape communities in other parts of the world by
exploring and reflecting upon the following questions for inquiry:
What arethemaingoodsandservicesproducedbythecommunitiesstudied
(i.e., agricultural activities, manufacturingactivities)? (ER, GC)
What goodsandservicesdothecommunitiesimport fromandexport toother
partsof theworld? (ER, GC)
What arethemainformsof technologies, transportationandcommunicationin
thecommunities? (ER, GC)
3.2 GLOBAL CITIZENSHIP

General Outcome
Studentswill demonstrateanunderstandingandappreciationof Canadasrolesand
responsibilitiesinglobal citizenshipinrelationtocommunitiesinIndia, Tunisia, Ukraineand
Peru.

Specific Outcomes

Values and Attitudes
Students will:
3.2.1 appreciate elements of global citizenship:
recognizehowtheir actionsmight affect peopleelsewhereintheworldandhow
theactionsof othersmight affect them(C, GC)
respect theequalityof all humanbeings(C, GC, I)

Knowledge and Understanding
Students will:
3.2.2 explore the concept of global citizenship by reflecting upon the following questions
for inquiry:
Howaretherights, responsibilitiesandrolesof citizensincommunitiesaround
theworldthesameor different thanthoseof Canadiancitizens? (C, GC)
What aresomeenvironmental concernsthat Canadaandcommunitiesaroundthe
worldshare? (ER, GC)
Inwhat wayscanindividualsandgroupscontributetopositivechangeinthe
world? (C, GC, PADM)
Howdointernational organizationssupport communitiesinneedthroughout the
world(e.g., UNICEF, RedCross, Development andPeace)? (C, GC)
What areexamplesof international organizationsformedbyindividuals(e.g.,
FreetheChildren, Mdecinssansfrontires(DoctorsWithout Borders))? (C, GC)
What areexamplesof international organizationsformedbynations(e.g., UN)?
(C, GC, PADM)



SKILLS AND PROCESSES

Dimensions of Thinking
Students will:
3.S.1 develop skills of critical thinking and creative thinking:
evaluateideasandinformationfromdifferent pointsof view
chooseandjustifyacourseof action
generateoriginal ideasandstrategiesinindividual andgroupactivities
compareandcontrast informationfromsimilar typesof electronicsources, suchas
informationcollectedontheInternet

3.S.2 develop skills of historical thinking:
correctlyapplytermsrelatedtotime, includingpast, present, future
arrangeevents, factsand/or ideasinsequence

3.S.3 develop skills of geographic thinking:
createanduseasimplemaptolocatecommunitiesstudiedintheworld
usecardinal andintermediatedirectionstolocateplacesonmapsandglobes
applytheconcept of relativelocationtodeterminelocationsof peopleandplaces
applythetermshemisphere, poles, equator

3.S.4 demonstrate skills of decision making and problemsolving:
applynewideasandstrategiestocontributetodecisionmakingandproblemsolving
support proposedideas, strategiesandoptionswithfactsandreasons
collaboratewithotherstodevisestrategiesfor dealingwithproblemsandissues
usetechnologytoorganizeanddisplaydatainaproblem-solvingcontext

Social Participation as a Democratic Practice
Students will:
3.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
demonstratecooperativebehaviour toensurethat all membersof thegrouphavean
opportunitytoparticipate
demonstratewillingnesstoseek consensusamongmembersof awork group
consider theneedsandpointsof viewof others
work andplayinharmonywithotherstocreateasafeandcaringenvironment
shareinformationcollectedfromelectronicsourcestoaddtoagrouptask

3.S.6 develop age-appropriate behaviour for social involvement as responsible citizens
contributing to their community, such as:
participateinprojectsthat improveor meet theparticular needsof their school or
community

Research for Deliberative Inquiry
Students will:
3.S.7 apply the research process:
makeconnectionsbetweencause-and-effect relationshipsfrominformationgathered
fromvariedsources
evaluatewhether informationsupportsanissueor aresearchquestion
developquestionsthat reflect apersonal informationneed
followaplantocompleteaninquiry
accessandretrieveappropriateinformationfromelectronicsourcesfor aspecific
inquiry
navigatewithinadocument, compact discor other softwareprogramthat containslinks
organizeinformationfrommorethanonesource
(continued)

Core Concepts: C Citizenship I Identity
Strands: ER Economics andResources LPP The Land: Places andPeople GC Global Connections
CC Culture and Community PADM Power, Authority andDecision Making TCC Time, Continuity and Change
ICT Outcomes
AlbertaEducation, Alberta, Canada Grade3Outcomes/ 8
2006

(continued)

processinformationfrommorethanonesourcetoretell what hasbeendiscovered
drawconclusionsfromorganizedinformation
makepredictionsbasedonorganizedinformation
formulatenewquestionsasresearchprogresses

Communication
Students will:
3.S.8 demonstrate skills of oral, written and visual literacy:
organizeandpresent information, suchaswrittenandoral reports, takingparticular
audiencesandpurposesintoconsideration
listentoothersinorder tounderstandtheir pointsof view
interact withothersinasociallyappropriatemanner
createvisual imagesfor particular audiencesandpurposes
usetechnologytosupport andpresent conclusions

3.S.9 develop skills of media literacy:
compareinformationonthesameissueor topicfromprint media, television,
photographsandtheInternet
identifykeywordsfrominformationgatheredfromavarietyof mediaonatopicor
issue


Core Concepts: C Citizenship I Identity
Strands: ER Economics andResources LPP The Land: Places andPeople GC Global Connections
CC Culture and Community PADM Power, Authority andDecision Making TCC Time, Continuity and Change
ICT Outcomes


AlbertaEducation, Alberta, Canada Grade3Outcomes/ 9
2006
HEALTH AND LIFE SKILLS GRADE 3 OUTCOMES

WELLNESS CHOICES
Students will makeresponsibleandinformedchoicestomaintainhealthandtopromotesafetyfor
self andothers.

Personal Health

Students will:

W3.1 analyzethefactorsthat affect choicesfor physical activity; e.g., theimpact of
technology/media

W3.2 improveandpractisepositivehealthhabits; e.g., liftingandcarryingbook bags/
backpacks, maintaininggoodposture

W3.3 examinethat individualsgrowthroughsimilar stagesof development at different ratesand
at different times

W3.4 recognizefactorsthat influenceuniquebodycharacteristics; e.g., genetics, bodytype,
environment

W3.5 applyguidelinesfromCanadas Food Guide to Healthy Eating toindividual nutritional
circumstances; e.g., activechildreneat/drink more

W3.6 describetheimportanceof decision-makingandrefusal skillswhenofferedinappropriate
substances; e.g., drugs, tobacco, allergens

Safety and Responsibility

Students will:

W3.7 identifystrategiestoavoidbeingbulliedindifferent casescenarios; e.g., communicate
whereabouts, get away, saynofirmly, avoiddares

W3.8 employpracticesthatprovidesafetyfor self andothers; e.g., describestrategiesforsafely
preparingandstoringfood

W3.9 describe, applyandanalyzeappropriatesafetybehavioursinthelocal community; e.g.,
street, railwaycrossings, dugouts, farmequipment, waterfront

W3.10 describeandapplyage-appropriatebehaviourswhenencounteringanemergency; e.g., call
for assistance, donot moveaninjuredperson

RELATIONSHIP CHOICES
Students will developeffectiveinterpersonal skillsthat demonstrateresponsibility, respect and
caringinorder toestablishandmaintainhealthyinteractions.

Understanding and Expressing Feelings

Students will:

R3.1 recognizetheeffectsof sharingpositivefeelingsonself andothers; e.g., express
appreciationtoself andothers

R3.2 demonstratesafeandappropriatewaysfor sharingand/or expressingfeelingsthrough
wordsandbehaviour; e.g., demonstrategoodmannerswhenexpressingfeelings

R3.3 develop, withguidance, strategiestodeal withstress/change

R3.4 develop, withguidance, effectivecommunicationskillsandstrategiestoexpressfeelings;
e.g., appropriateexpressionof anger

Interactions

Students will:

R3.5 developstrategiestobuildandenhancefriendships

R3.6 demonstrateinclusivebehavioursregardlessof individual differencesor circumstances;
e.g., physical, emotional, cultural, economic

R3.7 examinetheeffectsof conflict onrelationships

Group Roles and Processes

Students will:

R3.8 developskillstowork cooperativelyinagroup

R3.9 encouragefair playthroughmodelling; e.g., model fair playandsafeplaypracticesto
cross-agegroupings

LIFE LEARNING CHOICES
Students will useresourceseffectivelytomanageandexploreliferolesandcareer opportunitiesand
challenges.

Learning Strategies

Students will:

L3.1 developanddemonstratetest-takingskills; e.g., adequatepreparation, predicting
questions, dealingwithtest anxiety

L3.2 identifywaysindividualslearninvariousenvironments

L3.3 generatealternativesolutionstoaproblem, andpredict consequencesof solutions; e.g.,
howtheycouldaffect physical, emotional, social wellness

L3.4 identifythestepsof thegoal-settingprocess, andapplythesecomponentstoshort-term
personal goals

Life Roles and Career Development

Students will:

L3.5 examinepersonal skillsandassets; e.g., physical, verbal, intellectual

L3.6 examinetheresponsibilitiesassociatedwithavarietyof age-appropriateroles; e.g., family
member, friend

Volunteerism

Students will:

L3.7 assesshowindividual contributionscanhaveapositiveinfluenceuponthefamily, school
andcommunity

L3.8 select andperformvolunteer tasksasaclassor asagroup


AlbertaEducation, Alberta, Canada Grade3Outcomes/ 10
2006
PHYSICAL EDUCATION GRADE 3 OUTCOMES

General Outcome A
Students will acquireskillsthroughavarietyof developmentally
appropriatemovement activities; dance, games, typesof gymnastics,
individual activitiesandactivitiesinanalternativeenvironment; e.g.,
aquaticsandoutdoor pursuits.

Students will:

Basic SkillsLocomotor; e.g., walking, running, hopping, jumping,
leaping, rolling, skipping, galloping, climbing, sliding, propulsion
through water
A31 respondtoavarietyof stimuli tocreatelocomotor sequences

Basic SkillsNonlocomotor; e.g., turning, twisting, swinging,
balancing, bending, landing, stretching, curling, hanging
A33 respondtoavarietyof stimuli tocreatenonlocomotor sequences

Basic SkillsManipulative: receiving; e.g., catching, collecting;
retaining: e.g., dribbling, carrying, bouncing, trapping: sending; e.g.,
throwing, kicking, striking
A35 demonstratewaystoreceive, retainandsendanobject, usinga
varietyof bodypartsandimplements; and, performmanipulative
skillsindividuallyandwithotherswhileusingavarietyof
pathways

Application of Basic Skills in an Alternative Environment
A37 select andperformbasicskillsinavarietyof environmentsand
usingvariousequipment; e.g., snowshoeing

Application of Basic Skills in Dance
A38 select andperformbasicdancestepsandpatterns; e.g., creative,
folk, line, sequenceandnovelty, aloneandwithothers
A39 select andperformsimplemovement sequencesbyusingelements
of bodyandspaceawarenessandrelationships, aloneandwith
others

Application of Basic Skills in Games
A310 performandplaylead-upgamesanddemonstrateelementsof
spaceawareness, effort andrelationship
A311 demonstratetheabilitytowork together withateammate/teamto
achieveacommonactivitygoal whileplayingandlearningthe
basicstrategiesof lead-upgames

Application of Basic Skills in Types of Gymnastics
A312 select andperformthebasicskillsineducational gymnastics; e.g.,
useof different bodyparts, typesof effort, spaceandrelationships
todevelopasequence

Application of Basic Skills in Individual Activities
A313 manipulateavarietyof small objectswhileperformingbasicskills
todemonstratepersonal control; e.g., juggling

General Outcome B
Students will understand, experienceandappreciatethehealthbenefits
that result fromphysical activity.

Students will:

Functional Fitness
B31 describetheconcept of energyrequiredfor muscles
B32 demonstrateanddescribewaystoimprovepersonal growthin
physical abilities
B33 experiencemovement involvingthecomponentsof health-related
fitness; e.g., flexibility, endurance, strength, cardio-respiratory
activities

Body Image
B34 describepersonal physical attributesthat contributetophysical
activity

Well-being
B36 describethebenefitsof physical activitytothebody
B37 describethechangesthat takeplaceinthebodyduringphysical
activity
B38 understandtheconnectionsbetweenphysical activityand
emotional well-being; e.g., feelsgood

General Outcome C
Students will interact positivelywithothers.

Students will:

Communication
C31 describeanddemonstraterespectful communicationskills
appropriatetocontext

Fair Play
C33 identifyanddemonstrateetiquetteandfair play

Leadership
C34 accept responsibilityfor assignedroleswhileparticipatingin
physical activity

Teamwork
C35 displayawillingnesstoshareideas, spaceandequipment when
participatingcooperativelywithothers


General Outcome D
Students will assumeresponsibilitytoleadanactivewayof life.

Students will:

Effort
D31 expressawillingnesstoparticipateregularlyinphysical education
class
D32 describefactorsthat encouragemovement andapersonal feeling
about movement

Safety
D33 demonstratetheabilitytolistentodirections, followrulesand
routines, andstayontask whileparticipatinginphysical activity
D34 demonstrateandparticipateinsafewarm-upandcool-down
activities
D35 tell about safemovement experiencesinvariousenvironments;
e.g., gymnasticequipment

Goal Setting/Personal Challenge
D36 set andachieveashort-termgoal toincreaseeffort and
participationinoneareaof physical activity
D37 identifywaystochangeanactivitytomakeit achallengebased
onpersonal abilities

Active Living in the Community
D38 describetypesof physical activitiespeoplechoosewithinthe
communityandreasonsfor their choices
D39 makeappropriatemovement choiceswithconsiderationfor safety
of personal space, abilityandsurroundingenvironment

AlbertaEducation, Alberta, Canada Grade3Outcomes/ 11
2006
ART LEVEL TWO (GRADES 3 AND 4 OUTCOMES)

REFLECTION
Responsestovisual formsinnature, designedobjectsand
artworks.
1. Studentswill makedistinctionswithinclassesof
natural objectsor forms.
A. Eachclassof natural formshasdistinguishing
characteristics.
B. Natural formsarerelatedfunctionallytotheir
environment.
C. Earthandwater formsreveal manyvariations.
D. Environmentsarealteredbynatural forces.
E. Changeinnatural formsoccursover time.
2. Studentswill assessthevisual qualitiesof objects.
A. Formshouldfollowfunction.
B. Durabilityinfluencesthefunctionof anobject.
C. Materialsshouldbeusedhonestly.
D. Materialsinfluencetheformandfunctionof an
object.
E. Useful objectscanbederivedfromdesignsin
nature.
F. Surfacetreatmentsshouldharmonizewithand
not detract fromthemainform.
3. Studentswill interpret artworksbyexaminingtheir
context andlessvisiblecharacteristics.
A. Contextual information(geographical, historical,
biographical, cultural) maybeneededto
understandworksof art.
B. Artisticstyleislargelytheproduct of anage.
C. Technological changeaffectstypesof art.
D. Our associationsinfluencethewaywe
experienceawork of art.
E. Art isvaluedfor different reasons; e.g., aesthetic,
economic, symbolic, associative.
F. Art servessocietal aswell aspersonal needs.


DEPICTION
Development of imagerybasedonobservationsof thevisual
world.
1. Studentswill perfect formsanddevelopmorerealistic
treatments.
A. Shapescansuggest movement or stability.
B. Manyshapesaresymmetrical.
C. Imagescanbeportrayedinvaryingdegreesof realism.
D. Internal aswell asexternal proportionscanbe
depicted.
E. Landscapescanshowmiddleground, backgroundand
foreground.
F. Sizevariationsamongobjectsgivetheillusionof
depth.
2. Studentswill select appropriatereferencesfor depicting.
A. Lookingat negativeshapeshelpscreateadifferent
viewof something.
B. Drawingstrategies, suchasgesturetocaptureaction,
contour tostudyimportant edgesandmassingtoshow
bulk or weight, arehelpful indepictinganimateforms.
C. Actionsamongthingsinasettingcreateadynamic
interest.
D. Objectscanbedepictedselectivelyfromabroadrange
of viewpoints.
3. Studentswill refinesurfacequalitiesof objectsandforms.
A. Texturecanberepresentedfromarangeof different
studiotechniques.
B. Colour canbemadetoappear dull or bright.
C. Gradationsof toneareuseful toshowdepthor the
effect of light onobjects.
D. Byincreasingdetailsintheforegroundtheillusionof
depthandrealitycanbeenhanced.



COMPOSITION
Organizationof imagesandtheir qualitiesinthecreationof unified
statements.
1. Studentswill createemphasisbythetreatment of formsand
qualities.
A. Thecentreof interest canbemadeprominent by
contrastingitssize, shape, colour or texturefromtheother
partsof thecomposition.
B. Format canbeadjustedandcompositiontightenedby
editingor croppingtheunnecessaryareasfromtheedgesof
awork, after it iscompleted.
C. Details, accentsandoutlineswill enhancethedominant
areaor thing.
2. Studentswill createunitybyinterrelatingthepartsof a
composition.
A. Thepartscanbearrangedsothat movement inthepicture
spaceleadstheeyearoundandnot out of thepicturearea.
B. Parallel edgesinduceharmonywithinacomposition.
C. Everymajor areaof acompositionshouldbeinterestingin
itself.
D. Limitedcoloursandmaterialstightenacomposition.
3. Studentswill improvecompositionsbyrefining, rehearsing
andcritiquing.
A. Refinement of formsandsurfacequalitiesisnecessaryto
giveafinishedappearancetoacomposition.
B. Rehearsalsandongoingcritiquesshouldbescheduledto
improvecomposingskills.



EXPRESSION
Useof art materialsasavehicleor mediumfor sayingsomethinginameaningful way.
1. Studentswill recordor document activities, peopleanddiscoveries.
A. Everydayactivitiescanbedocumentedvisually.
B. Special events, suchasfieldtrips, visitsandfestiveoccasionscanberecordedvisually.
C. Familygroupsandpeoplerelationshipscanberecordedvisually.
D. Knowledgegainedfromstudyor experimentationcanberecordedvisually.
E. Local andprovincial eventscanberecordedvisually.
2. Studentswill illustrateor tell astory.
A. A narrativecanberetoldor interpretedvisually.
B. Anoriginal storycanbecreatedvisually.
C. Material fromanysubject disciplinecanbeillustratedvisually.
3. Studentswill decorateitemspersonallycreated.
A. Details, patternsor texturescanbeaddedtotwo-dimensional works.
B. Details, patternsor texturescanbeaddedtothesurfaceof three-dimensional works.
4. Studentswill expressafeelingor amessage.
A. Feelingsandmoodscanbeinterpretedvisually.
B. Specificmessages, beliefsandinterestscanbeinterpretedvisually, or symbolized.
5. Studentswill createanoriginal composition, object or spacebasedonsuppliedmotivation.
A. Outsidestimulationfromsourcessuchasmusic, literature, photographs, film, creativemovement,
drama, televisionandcomputerscanbeinterpretedvisually.
6. Studentswill developthemes, withanemphasisonsocial concerns, basedon:
A. Plantsandanimals
B. Environmentsandplaces
C. Manufacturedor human-madethings
D. Fantasy
E. People
7. Studentswill usemediaandtechniques, withanemphasisonmixingmediaandperfectingtechniques
indrawing, painting, print making, sculpture, fabricarts, photographyandtechnographicarts.
A. Drawing
Continuetoexplorewaysof usingdrawingmaterials.
Usedrawingtoolstomakeavarietyof linesextendingbeyondLevel Oneintocharacter and
directionpassive, vertical, horizontal, diagonal, parallel.
Usedrawingtoolstomakeavarietyof shapesandstructuresbeyondLevel Oneinto
symmetrical andasymmetrical, skeletal, spiral, andintomassdrawing(blockinginthemain
partsof acomposition).
Placemoreemphasisondirect observationasabasisfor drawing.
Usedrawingtoadddetails, textureor tocreatepatternincludingdrawingfor highdetail.
Makequick sketches.
Makedrawingsfromawiderangeof viewpoints.
Experiment withblindcontour drawingandcontinuouslinedrawing.
Usedrawingmediatoachievegradationsof toneor valueindrawings.
Usesimplemethodstoindicatedepthor perspective; e.g., increasedetailsintheforeground,
uselighter tonesor valuesinthebackground, largeobjectsinforeground.
B. Painting
Extendbrushskillsandfurther experimentationwiththemediumsoastoachievespecial
effectssuchastextures.
Continuetopaint, usingexperimental methodsincludingwithout abrush.
Continueworkingwithtemperapaint or temperapaint withadditives, andbeintroducedto
water colour.
Mixpaintstoshowintensityof colour.
Continuetousepaint incombinationwithother mediaandtechniques.
Applywashes, usingtemperaor water colour.
Usepreliminarysketchesasthebasisfor apainting, aswell aspaintingdirectly.
C. Print Making
Further exploreprint-makingmaterialsandtheir usesandeffects.
Makerelief prints(printingfromabuilt-upsurface) usingglueline, string, cardboardor
collagematerials.
Makeprintsusingstencils.
Makesmudgeor blot printsbyfoldingpaper withink between.
Exploreprintingwithmorethanonecolour.
Makemonoprints, workingdirectlywiththeplateor asurface.
Continueusingprint-makingtechniqueslearnedinother grades.
Applyprint-makingtechniquestocompositions.
(continued)
AlbertaEducation, Alberta, Canada Grade3Outcomes/ 12
2006
(continued)

D. Sculpture
Continuetomaketwo- andthree-dimensional assemblagesfromfoundmaterials, reachingfor
moresophisticationleadingtospecifics, suchaspuppets, mobiles, mosaics, papier-mch.
Continueexploringthemodellingpossibilitiesof claybeyondLevel Onetechniquessuchas
wedging, welding, makingof slabsbyrolling, throwing, paddling, impressingwithobjects,
decoratingwithcoils, pellets, extrudedclay, firing, glazing.
Continueexploringpaper sculptureasameansof makingthree-dimensional forms.
Explorewoodrelief usingfasteningtechniquessuchasnailingandgluing, andfinishing
techniquessuchassandingandstaining.
Continuecastingof plaster, advancingtoincludebothrelief andintagliowithagreater
emphasisoncompositionandfinishingwork.
Explorethepossibilitiesof simplewiresculpture, includingbending, twisting, cutting,
looping.
E. FabricArts
Decoratefabric, usingsimplestitchingtechniques, suchasrunningstitch, blanket stitch, cross-
stitch, couching, Frenchknot, satinstitch.
ContinuetoadvanceweavingtechniquesbeyondLevel Onetoincludesuchthingsaswarping
asimpleloom; achievinginterestingsurfacequalitieswithopenweave, doubleweave; using
loomsthat arenot rectangular inshape; alteringtheweaveof anexisting, looselywoven
fabric.
Usesimplebatik, usingmeltedwaxandonecolour of dye.
Continueusingcollage, braidingandtie-dyeingtechniquesfrompreviousgrades, if possible.
Decorateand/or design, usingappliqu.
F. PhotographyandTechnographicArts
Takeadvantageof thevisual art implicationsof anyavailabletechnological device, and
explorethepotential of emergingtechnologies. Includedat thislevel, andadvancingfrom
previousgrades:
simplecamerafor recordingspecificeffectssuchastextures, rhythm, pattern
overheadprojector for experimentingwithshapes, colours, compositionsandsequencing
of events, usingfelt penonacetate
filmstripshandmadewithfelt penfor experimentingandsequencing
slidesasabasisfor studyandmotivationinreflectionanddepiction; handmadefor
experimentingwithline, shapeandpattern
computer andcomputer softwarepackagesandinput devices, suchasthelight penandthe
mouse, toexplore, design, compose, animateandprogramtomakesimplegeometric
forms
copyingdevicesfor makingcompositionsanddesigns
laserdiscvisualsasabasisfor studyandmotivationinreflectionanddepiction
8mmmoviecamerafor documentation, sequencingandanimation
lightingsourcessuchasspotlights, flashlights, overheadprojector light, discolightsfor
experimentingwitheffects
emergingnewtechnologies, asavailableandapplicable.
Employtechnological mediatechniques, practicesandcapabilitiestopromoteart
understandingandcreatedesignsandcompositions. Includedat thislevel andadvancingfrom
previousgrades:
adjustableframingdevicestoselect andcut out scenesfromalarger picture, andto
sequence
shadowpuppets
photogramstomakecompositionsor developastoryline
printerstorecordcomputer compositions, or direct photographyoff thescreen
animationtechniquesavailablethroughcomputer softwarepackages
simplefilmanimationwithjointedfigures, movablepaper shapesor plasticenemodels
lightingtechniquesfor highlightingandcreatinganeffect or mood.

AlbertaEducation, Alberta, Canada Grade3Outcomes/ 13
2006
MUSIC GRADE 3 OUTCOMES

GENERAL LEARNER EXPECTATIONS

Throughtheelementarymusicprogram, studentswill develop:
enjoyment of music
awarenessandappreciationof avarietyof music, includingmusicof themanyculturesrepresentedinCanada
insightsintomusicthroughmeaningful musical activities
self-expressionandcreativity
musical skillsandknowledge.

CONCEPTS
Rhythm
Thestudent will understandthat:
Durationisextendedbyadot, atieor afermata;
e.g., . , or
Beatsmaybegroupedin2sor 3s.
Somemusicdoesnot haveasteadybeat.
A timesignaturetellshowbeatsaregroupedina
measure.



Melody
Thestudent will understandthat:
A melodymayhaveanendinghometone(tonic).


Harmony
Thestudent will understandthat:
Twoor moremelodiescanoccur simultaneously; e.g.,
rounds, partner songs, descants.
TheI andV7 chordsmaybeusedtoaccompany
melodies.
Pitchedpercussioninstrumentscanbecombinedto
makeharmony.



Form
Thestudent will understandthat:
Musical phrases, whichgiveorganizationtomusic, may
beshort or long.
Musicmaybeaccompaniedbyarepeatedpattern
(ostinato).


Expression
Thestudent will understandthat:
Changesindynamicsaddtotheeffect of music.
Musical instrumentsproducetonecolour bybeing
blown, bowed, plucked, strummed, struck, scrapedor
shaken.


SKILLS

Listening
Thestudent will beableto:
Detect thecontour (shape) of melody.
Identifydifferencesintempo, timbre(tone
colour) anddynamics.
Identifythedifferenceinsoundbetweensongsin
major andminor keys.
Identifyrepetitionandcontrast.
Identifybinary(AB) andternary(ABA) forms.
Recognizetheinstrumentsof thefour familiesof
theorchestra: string, woodwind, brass,
percussion.
Moving
Thestudent will beableto:
Performrhythmicpatternsinmusic.
Movetoroundor canonform.
Participateinfolk, squareor traditional
ethnicdances.
Singing
Thestudent will beableto:
Extendtheuseof solfatrainingwithhandsignals
toincludela1 so1 do1 (lowla, lowso
andhighdo).
Singostinatopatternswithsongs.
Singtwo-part roundsandsimpledescants.
Continuevocal development: singwithexpression
andgoodenunciation
Singwithvariousinstrumental accompaniments.
Participateinsingingaloneor inagroup, acapella
(unaccompanied).
Singpartner andnonsensesongs.

Playing Instruments
Thestudent will beableto:
Usepitched(keyboard-type) instruments
toplaytone-matchinggames,
conversational gamesandpentatonic
(5-tone) accompaniments.
Useresonator bellstobuildandplay
chords.
Reading and Writing
Thestudent will beableto:
Recognizetheeighthrest

.
Recognizethedottedhalf note, theconcept
of thedot andthefermata. .
Recognize4/4timesignature.
Continuesolfatrainingtoinclude lowla
andlowso (la1, so1) andhighdo
(do
1
).
Recognizethesymbol for aphrase.

[

[

Creating
Thestudent will beableto:
Createmovement todemonstrate
forminmusic.
Improvise, usinginstrumental andor
singingactivities.
Createrhythmicandmelodicostinati
for poemsandsongs.

ATTITUDES

Anenjoyment of music, that isneither trivial nor transient, shouldpermeatetheentiremusicprogramsothat alastingdelight inmusiciscreated. If thereisnoenjoyment inthemusicprogram, all theother valueswill belost.

Positiveattitudestowardmusicarefosteredbysuccessinsinging, playinginstruments, listening, moving, reading(andwriting) andcreatingmusic.


OPTIONAL SUBJECT AREAS GRADE 3 OUTCOMES


Drama: For Grade3outcomesinDrama, pleaserefer totheFineArtssectionof theProgram of Studies: Elementary Schools.

Languages Other than English: Pleaserefer totheProgram of Studies: Elementary Schools for Grade3outcomesinthefollowingother languagesprograms:
Franais
FrenchLanguageArts
FrenchasaSecondLanguage
UkrainianLanguageArts
Blackfoot LanguageandCultureProgram
CreeLanguageandCultureProgram




AlbertaEducation, Alberta, Canada Grade3Outcomes/ 14
2006
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) DIVISION 1 OUTCOMES

Communicating, Inquiring, Decision Making and Problem Solving

General Outcome C1
Studentswill access, useandcommunicateinformationfromavarietyof technologies.

Specific Outcomes
1.1 accessandretrieveappropriateinformationfromelectronicsourcesfor aspecificinquiry
1.2 processinformationfrommorethanonesourcetoretell what hasbeendiscovered

General Outcome C2
Studentswill seek alternativeviewpoints, usinginformationtechnologies.

Specific Outcome
1.1 [nooutcomesfor thisdivision]

General Outcome C3
Studentswill criticallyassessinformationaccessedthroughtheuseof avarietyof technologies.

Specific Outcome
1.1 compareandcontrast informationfromsimilar typesof electronicsources

General Outcome C4
Studentswill useorganizational processesandtoolstomanageinquiry.

Specific Outcomes
1.1 followaplantocompleteaninquiry
1.2 formulatenewquestionsasresearchprogresses
1.3 organizeinformationfrommorethanonesource

General Outcome C5
Studentswill usetechnologytoaidcollaborationduringinquiry.

Specific Outcome
1.1 shareinformationcollectedfromelectronicsourcestoaddtoagrouptask

General Outcome C6
Studentswill usetechnologytoinvestigateand/or solveproblems.

Specific Outcomes
1.1 identifyaproblemwithinadefinedcontext
1.2 usetechnologytoorganizeanddisplaydatainaproblem-solvingcontext
1.3 usetechnologytosupport andpresent conclusions

General Outcome C7
Studentswill useelectronicresearchtechniquestoconstruct personal knowledgeandmeaning.

Specific Outcomes
1.1 developquestionsthat reflect apersonal informationneed
1.2 summarizedatabypickingkeywordsfromgatheredinformationandbyusingjottings,
point formor retelling
1.3 drawconclusionsfromorganizedinformation
1.4 makepredictionsbasedonorganizedinformation



Foundational Operations, Knowledge and Concepts

General Outcome F1
Studentswill demonstrateanunderstandingof thenatureof technology.

Specific Outcomes
1.1 identifytechniquesandtoolsfor communicating, storing, retrievingandselecting
information
1.2 applyterminologyappropriatetothetechnologiesbeingusedat thisdivisionlevel
1.3 demonstrateanunderstandingthat theuser managesandcontrolstheoutcomesof
technology

General Outcome F2
Studentswill understandtheroleof technologyasit appliestoself, work andsociety.

Specific Outcomes
1.1 identifytechnologiesusedineverydaylife
1.2 describeparticular technologiesbeingusedfor specificpurposes

General Outcome F3
Studentswill demonstrateamoral andethical approachtotheuseof technology.

Specific Outcomes
1.1 demonstratecourtesyandfollowclassroomprocedureswhenmakingappropriateuseof
computer technologies
1.2 work collaborativelytosharelimitedresources
1.3 demonstrateappropriatecareof technologyequipment
1.4 recognizeandacknowledgetheownershipof electronicmaterial
1.5 useappropriatecommunicationetiquette

General Outcome F4
Studentswill becomediscerningconsumersof massmediaandelectronicinformation.

Specific Outcome
1.1 comparesimilar typesof informationfromtwodifferent electronicsources

General Outcome F5
Studentswill practisetheconceptsof ergonomicsandsafetywhenusingtechnology.

Specific Outcomes
1.1 demonstrateproper posturewhenusingacomputer
1.2 demonstratesafebehaviourswhenusingtechnology

General Outcome F6
Studentswill demonstrateabasicunderstandingof theoperatingskillsrequiredinavarietyof
technologies.

Specific Outcomes
1.1 performbasiccomputer operations, whichmayvarybyenvironment, includingpowering
up, insertingdisks, movingthecursor, clickingonanicon, usingpull-downmenus,
executingprograms, savingfiles, retrievingfiles, printing, ejectingdisksandpowering
down
1.2 useproper keyboardingtechniquesfor thehomerow, enter, spacebar, tab, backspace,
deleteandinsertion-point arrowkeys
1.3 operatebasicaudioandvideoequipment, includinginserting, playing, recordingand
ejectingmedia

Processes for Productivity

General Outcome P1
Studentswill compose, reviseandedit text.

Specific Outcomes
1.1 createoriginal text, usingwordprocessingsoftware, tocommunicateanddemonstrate
understandingof formsandtechniques
1.2 edit completesentences, usingsuchfeaturesof wordprocessingascut, copyandpaste

General Outcome P2
Studentswill organizeandmanipulatedata.

Specific Outcome
1.1 readinformationfromaprepareddatabase

General Outcome P3
Studentswill communicatethroughmultimedia.

Specific Outcomes
1.1 accessimages, suchasclipart, tosupport communication
1.2 createvisual imagesbyusingsuchtoolsaspaint anddrawprogramsfor particular
audiencesandpurposes
1.3 accesssoundclipsor recordedvoicetosupport communication

General Outcome P4
Studentswill integratevariousapplications.

Specific Outcomes
1.1 integratetext andgraphicstoformameaningful message
1.2 balancetext andgraphicsfor visual effect

General Outcome P5
Studentswill navigateandcreatehyperlinkedresources.

Specific Outcomes
1.1 navigatewithinadocument, compact discor other softwareprogramthat containslinks
1.2 accesshyperlinkedsitesonanintranet or theInternet

General Outcome P6
Studentswill usecommunicationtechnologytointeract withothers.

Specific Outcomes
1.1 composeamessagethat canbesent throughcommunicationtechnology
1.2 communicateelectronicallywithpeopleoutsidetheclassroom


Note: TheICT curriculumisnotintendedtostandaloneasacoursebut rather tobeinfusedwithincorecoursesandprograms.