Grade -3

Language Arts

Course Name:Language Arts

Course Description

In Grade 3 Language, students will explore the four units: writing, oral communication, reading and media literacy. 

Curriculum Information: Language (2008)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade 3 Language Arts - Total Hours (158 Hours)

Unit One: Writing (40Hours)

In this unit, students will provide examples of common and proper nouns. They will learn about collective nouns, possessive nouns and comparative adjectives and apply their understanding by writing original sentences. Students will study simple present and simple past tense verbs and prepositions. They will practice their knowledge by describing their dream bedroom. They will also identify the proper use of linking words and use this knowledge in constructing grammatically coherent sentences. Lastly, they will write an interview report and express one’s opinions effectively through writing.

Unit Two: Oral Communication (40 Hours)

Students will study the elements of a poem and give appropriate examples for each type of figurative language used in poetry. They will read, understand, and analyze various poems. Additionally, they will apply listening strategies and make connections to poems. They will  use active reading strategies to understand poetry and read aloud with different voices and characters.

Unit Three: Reading (40 Hours)

In this unit, students will explore active listening techniques. They will apply these techniques to day-to-day life. They will identify the skills and strategies used in storytelling and reflect on the importance of appropriate speaking skills and active listening. Furthermore, students will extend their understanding of various texts by applying personal knowledge to a subject matter, and they will reflect on the importance of visual aids in storytelling. They will identify the skills and strategies used in oral presentations, make connections to real-life situations, and reflect on one’s ability to present to an audience. 

Lastly, students will listen to media text and learn to recall important information using strategies learned in this unit.

Unit Four: Media Literacy (38 Hours)

In this unit, students will reflect on the representations made by media; they will identify stereotypes and what type of media influences them. Students will analyze the differences between real-world and movie heroes and villains, discuss how villains and heroes are created for different forms of media and explain how gender stereotypes are portrayed. In addition, students will learn about the impacts of gender stereotypes and reflect on the media’s role in dictating standards of attractiveness to society. They will describe how media images can affect their feelings towards their own bodies and others. Lastly, students will discuss the importance of a movie soundtrack to a movie and reflect on how the movie soundtrack of Wall-E completes the story.

Resources Needed

This course is entirely online and does not require nor rely on any textbook. Students will need the following resources:

  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Stable internet connection
  • A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)

Resources required by the student:

  • A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
  • Stable internet connection

Note: This course is entirely online and does not require or rely on any textbook.

Resources provided by Canadian Global School 

  • Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
  • Supplemental Readings
Depositphotos_11633182_original-min-600x300

Teaching Strategies

Using a variety of instructional strategies, the teacher will provide numerous opportunities for students to develop skills of inquiry, problem-solving, and communication as they investigate and learn fundamental concepts. The integration of critical thinking and critical inquiry skills will provide a powerful tool:

  • Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
  • Understand the value of diversity in learning and society
  • Develop self-confidence and self-advocacy skills
  • Refine their existing compensatory strategies (reading strategies, writing strategies, listening strategies, study strategies, researching strategies, strategies for memory, organizational strategies, and time management strategies) for learning and develop additional strategies to help meet their potential as learners and use throughout the elementary grades.
  • Cultivate problem-solving skills to become independent learners. 
  • Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, hands-on experiences, and through examples followed by practice.
  • Accomplish prompts on interactive lessons; students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks using animations, videos, discussion forums, live chat, and other interactive objects.

The course relies on the help of a teacher to support young learners through the lessons. The teacher will be working on facilitating the course content and participating in discussions to support students in developing communication skills.

Math

Course Name:Math

Course Description

In Grade 3 Math, students will explore numbers and operations, patterns and variables, probability and graphs, measurement, and money concepts. They will continue their journey to the mastery of Mathematics.

Curriculum Information:Mathematics (2020)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade-3 Math -Total Hours (158 Hours)

Unit One: Number (31-Hours)

In this unit, students will use objects, diagrams, and equations to represent, describe, and solve addition, subtraction, division, and multiplication problems. They will solve division and multiplication problems using the properties of operation and an understanding of the relationship between multiplication and division. They will also learn to round whole numbers to the nearest ten or hundred.

Unit Two: Algebra (31-Hours)

In this unit, students will identify, describe, create, and translate repeating elements and operations in various patterns. They will determine pattern rules and use them to extend patterns. They will also explain how variables are used and solve problems and create computational representations of mathematical situations by writing and executing code.

Unit Three: Data (31-Hours)

In this unit, students will collect data through observations, experiments, and interviews to answer questions and use this information to display sets of data. They will analyze different sets of data presented in various ways and sort them according to two or three attributes. They will determine the mean and the mode, and they will use mathematical language to describe the likelihood of events happening.

Unit Four: Spatial Sense (31-Hours)

In this unit, students will learn about spatial sense. They will use analog and digital clocks and timers, learn about mass and capacity, location and movement, and explain the relationships between millimeters, centimeters, meters, and kilometers as metric units of length. They will also use appropriate lengths to measure, estimate, and compare the perimeters and areas of two-dimensional shapes, as well as the proper non-standard units to measure area.

Unit Five: Financial Literacy (34-Hours)

In this unit, students will estimate and calculate the change required for various simple cash transactions. They will identify different ways of representing an amount of money using various combinations of coins of $1 and $2 and $5, $10, $20, $50, and $100 bills.

Resources required by the student:

  • A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
  • Stable internet connection

Resources provided by Canadian Global School 

  • Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
  • Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online. It does not require nor rely on any textbook.

Students will need the following resources:

  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Stable internet connection
  • A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Depositphotos_133326212_original-min

Teaching Strategies

Using various instructional strategies, the teacher will provide numerous opportunities for students to develop inquiry, problem-solving, and communication skills as they investigate and learn fundamental concepts. The integration of critical thinking and critical inquiry skills will provide a powerful tool for reasoning and problem solving and is reflected in a meaningful blend of both process and content.

Throughout this course, students will:

  • Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
  • Develop self-confidence and self-advocacy skills
  • Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
  • Cultivate problem-solving skills to become independent learners. 
  • Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. 
  • Accomplish prompts on interactive lessons. Students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks by using animations, videos, discussion forums, live chat and other interactive objects.

Science

Course Name:Science

Course Description

In Grade 3 Science, students will explore the four units: growth and changes in plants, strong and stable structures, forces causing movement, and soils in the environment

Curriculum Information: Science (2022)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade-3 Science -Total Hours (95 Hours)

Unit One: Growth and Changes in Plants (23Hours)

In this unit, students will learn why plants are important to other living things. They will describe the basic needs of plants and identify their major parts. They will describe ways in which plants and animals depend on each other, and how plants adapt to their environment. Furthermore, they will learn about the life cycle of plants and describe this using the appropriate vocabulary. Finally, they will learn how plants benefit us in various ways, and how we can protect our plants.

Unit Two: Strong and Stable Structures (23-Hours)

In this unit, students will define a structure as a supporting framework, with a definite size, shape, and purpose and they will identify structures in both the natural and built environments. They will investigate the effects of external forces on the stability of simple structures, and they will identify the properties of materials used for these structures. They will also learn about the impacts of strengthening materials, struts and ties, animal constructions, and design.

Unit Three: Forces Causing Movement (23-Hours)

In this unit, students will identify a force as a push or a pull that causes an object to move and use the appropriate vocabulary to describe this. They will learn about forces that cause an object to move, and identify the different kinds of forces. They will learn how forces are exerted through direct contact or through a distance, and identify these forces in their daily lives. They will also learn about the impact of safety devices that minimize the effects of forces, and the forces observable in nature.

Unit Four: Soils in the Environment (26-Hours)

In this unit, students will investigate soil components, the condition of soil, and additives found in soil and composting. They will determine how that soil can be used. They will identify the different types of soil and use the appropriate vocabulary to describe them. They will assess the impact of soils on the environment and how we can enhance its use. Finally, they will learn how soils enable humans to provide shelter, homes, and nutrients to living things, and how humans can protect the soil.

Resources required by the student:

  • A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
  • Stable internet connection

Resources provided by Canadian Global School 

  • Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
  • Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will need the following resources:

  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Stable internet connection
  • A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Depositphotos_11633182_original-min-600x300

Teaching Strategies

Using a variety of instructional strategies, the teacher will provide numerous opportunities for students to develop skills of inquiry, problem-solving, and communication as they investigate and learn fundamental concepts.

The integration of critical thinking and critical inquiry skills will provide a powerful tool for reasoning and problem solving and is reflected in a meaningful blend of both process and content.

Throughout this course, students will:

  • Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
  • Develop self-confidence and self-advocacy skills
  • Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
  • Cultivate problem-solving skills to become independent learners. 
  • Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
  • Accomplish prompts on interactive lessons. Students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks by using animations, videos, discussion forums, live chat and other interactive objects.

Computer Science

Course Name: Computer Science

Course Description

In Grade 3 Computer Science, students will have a deeper understanding of how to read and alter existing code, including sequential events. The course begins with a review of the concepts found in earlier courses, including loops and events. Afterward, students will develop their understanding of algorithms, nested loops while loops, conditionals, and more.

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade-3 Computer Science -Total Hours (63 Hours)

Unit One: Intro to Programming (10-Hours)

In this unit, students will explain what a programmer does. They will define code as a language for computers and recognize there is more than one computer language. Students will create and arrange sequences of steps to reach the desired outcome. Finally, they will use appropriate vocabulary to describe these steps.

Unit Two: Conditionals (16-Hours)

In this unit, students will describe the problems’ characteristics to understand outcomes and restraints. Students will learn that a conditional statement tells a program to execute different actions depending on whether a condition is true or false.

Unit Three: Loops (17-Hours)

In this unit, students will learn about loops. They will define iterations and apply them off and on-screen. Students will develop their critical thinking by decomposing a problem into various possible smaller problems by identifying patterns.

Unit Four: Functions (20-Hours)

In this unit, students will learn about functions and how they are used in programming. Students will have the opportunity to create their own functions by applying pattern recognition skills and repetition. They will be able to put kinesthetic movements to complete a physical task.

Resources required by the student:

  • A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
  • Stable internet connection

Resources provided by Canadian Global School 

  • Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
  • Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will need the following resources:

  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Stable internet connection
Depositphotos_11633182_original-min-600x300

Teaching Strategies

Using a variety of instructional strategies, the teacher will provide numerous opportunities for students to develop skills of inquiry, problem-solving, and communication as they investigate and learn fundamental coding concepts. The integration of critical thinking and critical inquiry skills will provide a powerful tool for reasoning and problem solving, and is reflected in a meaningful blend of both process and content. Throughout this course, students will:

  • Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
  • The content is web-based, with students writing and running code in the browser. 
  • Teachers utilize tools and resources provided by Kodable to leverage time in the classroom and give focused 1-on-1 attention to students.

Social Studies

Course Name: Social Studies

Course Description

In Grade 3 Social Studies, students will discover communities in Canada from 1780 to 1850. They will analyze the impacts of new settlements on the environment. Students will study landform regions and types of land use in areas of Ontario. They will describe the role of municipalities and analyze their environmental impacts.

Curriculum Information:Social Science (2018)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade -3 Social Studies - Total Hours (63 Hours)

Strand A: Communities in Canada, 1780-1850 (31-Hours)

In this unit, students will learn about various communities in Canada between 1780 and 1850. They will identify some of the similarities and differences of everyday life of selected groups living in Canada during that period, and compare their roles and challenges. Lastly, they will learn about the key aspects of life in early communities and identify some of the main factors that helped shape the development of settlements in Canada.

Strand B: Living and Working in Ontario (32-Hours)

In this unit, students will learn about the interrelationship between the natural environment, land use, employment opportunities, and the development of municipal regions in Ontario. They will identify the main patterns in population distribution. They will learn about Ontario, its different municipal or regional entities, and the industries that help people thrive. Lastly, they will learn about landforms and regions in Ontario along with issues that they face.

Resources required by the student:

  • A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
  • Stable internet connection

Resources provided by Canadian Global School 

  • Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
  • Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will require the following resources:

  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Stable internet connection
  • A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Depositphotos_11633182_original-min-600x300

Teaching Strategies

Using a variety of instructional strategies, the teacher will provide numerous opportunities for students to develop skills of inquiry, problem solving, and communication as they investigate and learn fundamental concepts. The integration of critical thinking and critical inquiry skills will provide a powerful tool for reasoning and problem solving, and is reflected in a meaningful blend of both process and content Throughout this course students will:

  • Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
  • Understand the value of diversity in learning and in society
  • Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
  • Cultivate problem-solving skills to become independent learners. 
  • Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. 
  • Accomplish prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of animations, videos, discussion forums, live chat and other interactive objects.

The course relies on the help of a teacher to support young learners through the