Mathematics Curriculum PDF

DEPARTMENT OF EDUCATION
INSTRUCTIONAL
GUIDE
Grade 3
Scope of Work
Primary School Mathematics
Grade 3
The Bahamas Primary School Mathematics Curriculum 81

SCOPE OF WORK
PRIMARY SCHOOL MATHEMATICS
STRAND: NUMBER AND NUMBER SENSE
GRADE: 3
Sub-Goal 1: Demonstrate and apply knowledge of numbers, including multiple ways of representing numbers, relationships among numbers, and number systems.
Essential Questions
1.What influence does the placement of a digit have on the digit's value?
2.What are the most effective ways for estimating sums and differences using larger numbers?
3. How do I add and subtract numbers including fractions with like and unlike denominators?
4. How are Roman numerals used in everyday life?
5. What is the difference between the numerator and the denominator?
6. What steps are involved in finding equivalent fractions?

SCOPE OF WORK
GRADE: 3
OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

1. Use ordinal numbers to • Ordinal numbers tell the position • Have students form a line according to • Harcourt Math Bk. 3 pg. 1 • Place five different objects in a
identify positions from of an object or a person. height (i.e. tallest or shortest). Then have row. Have students name or tell
first to fiftieth. Example of ordinals students count their place on the line (i.e. 1st, • Mathematics Plus pg. 3 the position of each item.
1st first 32nd, 3rd, 4th, …)
2nd second
• Ask the following questions
3rd third
4 th
fourth • Who is first on the line?
5th fifth • Who is third, tenth…?
21st twenty first • What place is Lisa?
• Put students in groups. Have each group run
a race on the playing field. Choose some
students observing the race to pin ribbons on
the competing students according to the
order in which they finished the race.
2. Read, write, and recite • Sequence numbers from greatest • Teacher divides class into two groups. One • Harcourt Math Bk. 3 pgs. 104 • Teacher checks cards to see if
sequences of numbers to least or least to greatest. group will be given number cards. The other & 105 partners match.
through 9 999 forward group will have the corresponding numbers
and backward. • Sequence numbers up to 9 999 written on cards in word form. Students will • Mathematics Plus Bk. 3 pg.
using odd, even, multiples of fives then be allowed to find their matching 15
and the like. partner. Students freeze when they have
found their partner.
• Give students a set of numbers. Have them

rearrange each number to make the largest
number possible: E.g. 5 903; 2 980;1600
(rearranged: 9503, 9 820, 6 100). Then have
students place the numbers in order from
least to greatest: 6 100; 9 503; 9 820.

SCOPE OF WORK
GRADE: 3

3. Identify the place and value of • A digit is a symbol used in numeration • Play “Greatest Number Card Game”. • enVision Math Bk. 3 pg.4 • Use the digits 5, 8, and 4 to
a given digit in a number up to system: Students work in pairs and put 4 blank create the largest number and
9 999 (Continued). lines on a piece of paper. • Promethean Board explain how you know it is the
• Ten digits used in our base – ten ______ _____ _____ _____ largest number.
numeration system are: 0, 1, 2, 3, 4, 5, 6, 7, • Computer
• Teacher shuffles a deck of 10 single
8, 9. • Do similar exercises for lowest
digit cards. Teacher randomly selects
• www.abc.teach.com numbers. Students create 4 digit
one card. Students place that digit in
• Numbers are made up of digits. numbers where they identify the
one of their 4 blanks keeping in mind
Example: • Promethean Board place and the value of selected
they want to create the largest number.
Thousands Hundreds Tens Ones digits.
This continues 4 times. Teacher asks
8 6 4 2 class for the numbers they wrote.
Teacher asks questions like “How do
• Place value is the value of the place a digit you know you made the largest
has in a number. number?
• Write given numbers into words
• Note: Play game for the lowest
• The last digit in a whole number always e.g. 572. (five hundred, seventy-
number. The place and value must
goes in the ones place; the second to last two)
be emphasized.
digit always goes in the tens place etc.
• Place value games
Thousands Hundreds Tens Ones Use the Promethean Board, or a chart to
8 6 4 2 create numbers up to 9999.
a. On each number, underline a digit

E.g. The place of the 8 is thousands. and have students identify the place
• The value of the 8 is 8 thousands or and value.
8000.
b. If students get the problem correct
• The place of the 4 is tens. they receive a point. (*Can be
• The value of the 4 is 4 tens or 40. played individually or in groups).

SCOPE OF WORK
GRADE: 3

3. Identify the place and value Game: I have who has?
of a given digit in a number • Numbers are written in different forms.
up to 9 999. Students must listen carefully to the clues.
Read and figure out what number they
have. I have 32, who has 6 tens and 7
ones etc.
Memory Game
• Numbers can be written on separate cards
and written in each form. Students take
turns matching each form
4. Express a four-digit number in • Expanded form is a number written as the sum • Students work in teams to play the game • enVision Math Bk. 3 pgs. 6 & • In journals, create problems
expanded form. of the values of its digits. “Name that Expanded Form.” 7 related to expanded form.
For example: 1 350 = 1000 + 300 + 50 + 0
a. Flash a card with expanded rotation.
Have students give the value.
• Other ways to write a number:
b. Flash card with the value and have
a. Standard Form: 8642 students give the expanded form.
b. Expanded Form: 8000 + 600 + 40 + 2 c. The first group to get the problem
c. Word Form: eight thousand, six hundred correct receives a point.
and forty-two d. Group with the most points is the
winner.

SCOPE OF WORK
GRADE: 3

5. Represent, compare, and • When you compare two numbers, you find out Grand Winner • Place Value Chart • Compare and organize
order numbers through which number is greater and which is less. Students work in pairs. numbers
9999 using varies forms. E.g. 3 462; 3 486 • Number Line
• Give students place value mats. Each
person rolls the number cube and puts a • Decrease value of given
• Compare the digits starting from left to right • enVision Math Bk. 3 pg. 12-17
chip on their number in one of the number by 1000, 100 or
placeholders. Once the child selects a 10
Thousand Hundreds Tens Ones place, he/she cannot move the • Destination Math Course MSC
3 4 6 2 chip/marker. When the 4 places are 11 Module 1: Number Sense
3 4 8 6 • Increase the value of a
complete, the students compare the
• Number Cube/die given number by 1000,
numbers using the correct symbol.
100, 10
same same different • Students order numbers using the
numbers from the activity above.
6 tens < 8 tens • Give students problems to solve. E.g.
Therefore, 3 462 < 3 486 Which number is halfway between the
• On the number line, numbers to the right are two numbers given:
greater than numbers to the left. Numbers to
the left are less than numbers to the right. 1.) 1 and 10
2.) 20 and 40
• You can also use a number line to compare
numbers, you write them from greatest to 3.) 50 and 100
least or from least to greatest.
Example: least to greatest. 6 743;
6 930; 6 395
6 395; 6 743; 6 930

SCOPE OF W ORK
GRADE: 3

6. Read and write Roman • Roman numbers have been used for • Have students answer the following question • Heath Mathematics Level 4 pg. 45 • Have students write and
numbers to XXV (25). hundreds of years. Roman numerals are in roman numerals. read roman numerals to
written with letters. • www.abcteach.com XXV.
I =1 VI = 6 XI = 11 a. How old are you?
II = 2 VII = 7 XII = 12 b. How many boys are in your class? • Mathematics in Motion: A
III = 3 VIII = 8 XIII = 13 c. How many girls are in your class? Resource Book for Primary
IV = 4 IX = 9 XIV = 14 d. What day of the month is today? Teachers, pg. 41
V =5 X = 10 XV = 15 e. How many classes of animals are
there?
XVI = 16 XXI = 21
XVII = 17 XXII = 22
XVIII = 18 XXIII = 23 • Provide students with standard numbers and
XIX = 19 XXIV = 24 have them provide the equivalent Roman
XX = 20 XXV = 25 number. E.g. 12 (XII), 23 (XXIII), etc.
7. Calculate and convert • Our system is the decimal system which is Game: Mixed and Match • enVision Math Bk. 3 pg.395 • Match roman numbers
combinations of Roman based on powers of 10. Roman numerals a. Students form a circle and are given flash with the Arabic
numbers to standard numerals are based on addition and subtraction. cards with either the Roman numeral or equivalents.
and vice versa. the standard number counterpart.
E.g. VI = 5+1 = 6.
When the symbol for the smaller number is • Calculate combinations
b. The teacher says the word mix and then of Roman Numbers to
written to the right of the greater number,
match standard numerals.
add. No more than three symbols for
smaller numbers are used this way.
c. Students find the persons with the Roman e.g. XXV = 25
numeral counterpart and then share their XIV = 14
IV = 5 – 1 = 4
findings with the class.
When the symbol for a smaller number is
to the left of the greater number, subtract.
No more than one symbol for a smaller
number is used this way.
Example: XX= 20; VII = 7

SCOPE OF WORK
GRADE: 3

8. Identify and use numbers in • Numbers are all around us. We see and use • Take students on a school walkabout to • enVision Math Bk. 3 pgs. 1-38 • Have students name
everyday life. them daily. find numbers on classroom doors, on cars, places where numbers
buses, trucks, and vans license plates or are used in everyday life
• Numbers can be found: take them on a short walkabout in the (E.g. bank,
a. on our homes community to see numbers on buildings supermarkets) and write
b. on building such as homes or signs. a story or poem about
c. on license plates numbers.
d. in and out of classrooms a. Students write the numbers and use
e. on signs (telephone) them in different ways. For example,
f. on labels they can add, subtract, put them in order
g. in restaurants from greatest to least or use patterns
h. on price tags
• Use newspapers for prices of grocery and
telephone numbers of businesses.
9. Identify odd and even • Even numbers have a 0, 2 ,4, 6, or 8 in the • Have students use a hundred chart where • Harcourt Math Bk. 2 pgs 65 & Discussion or writing
numbers and explain the ones place they colour all the odd numbers red and 66 • How can you tell odd
relationship between them in all the even numbers blue. numbers from even
addition and subtraction. • Odd numbers have a 1, 3, 5, 7 or 9 in the
• Harcourt Math Bk..3 numbers even if you are
ones place.
pgs.2 & 3 not skip-counting or using
• Relationship • Challenge students by timing the activity a hundred chart.
and using a hundred chart from 101 to • Hundred chart
Odd + Odd = Even
200.
7 + 3 = 10 • Coloured pencils
• Have students count to a certain number
Odd – Even = Odd alternating claps and snaps. All of the
7–2=5 claps are even numbers and all of the
snaps are odd numbers.
• Have students determine if the date and
day of the school is odd or even.

SCOPE OF WORK
GRADE: 3
RESOURCES ASSESSMENT
OBJECTIVE CONTENT ACTIVITIES
10. Skip count to 100 by • Skip count means to skip a number or leave out • Have students cover the squares on the • Harcourt Math Bk. 2 Teacher’s • Students create skip
2s, 3s, 4’s, 5s, 10s and a number while counting. hundred charts with beans. Partners take Edition pgs. 67 & 68 counting problems by
50s. Example: Counting by 2s: 2, 4, 6, 8, 10, 12 turns removing 2 beans at a time and starting at different points
Counting by 3s: 3, 6, 9, 12, 15, 18 coloring every second square yellow. • Hundred Chart Colour on the number line. For
Counting by 4s: 4, 8, 12, 16, 20, 24 example counting by 50,
Counting by 5s: 5, 10, 15, 20, 25, 30 • Partners replace the bean on the hundred • Coloured pencils start at 500 and end at 850.
Counting by 10s: 10, 20, 30, 40, 50, 60, 50, chart and repeat the process this time
100. removing 3beans at a time and colouring
every third square blue. Partners replace
the beans on the hundred chart and repeat
the process, this time removing 4 beans at a
time and colouring every fourth square red.
Repeat the process and use different
colours for skip counting 5,10, 50
• Have children discuss the patterns that the

colored squares make on the chart.
11. Round numbers to the • Rounding is one way to estimate when you • 10 counters for each pair of student. • Harcourt Math Bk.3 pgs. 28 & • Discuss steps to take when
nearest ten and want to know about how many. 29, 54, 74 round a number to the
hundred (Continued). • Make and use a rounding tape
nearest ten and hundred.
• A number line can help when rounding. • Make a poster showing the rounding rules • Mathematics in Motion: A
Resource Book for Primary
• Make a number line to show how to round
• Rules for rounding to the nearest ten Teachers, pg. 45
a number to the nearest ten and hundred.
a. The digit in the ones place helps you to
find the closest ten. If the digit in the ones • Write a song/poem regarding the steps to
places is 5 or more you round up. If the take when rounding a number to the
digit in the ones place is less than 5, the nearest ten or hundred.
digit in the tens place remains the same.
e.g. Round 43 and 47.

SCOPE OF WORK
GRADE: 3

11. Round numbers to the Making 0 • Harcourt Math Bk. 3 • Discuss what steps or rules you
nearest ten and 43 47 Teacher’s Edition pgs. 23 & follow when rounding a
hundred. • Have students tell whether the number 3 is 29 number to the nearest 10 and
40 45 50
closer to zero (0) or 10. Then repeat the 100.
activity with groups of 4, 5, 6, and 7
43 is closer to 40 and the 3 is less than 5. counters; • Mathematics Plus Bk. 3 • Lesson Quiz: Round to the
Therefore, 43 rounds to 40. Teacher’s Edition pgs.45 & nearest
a. 47 is closer to 50 and 7 is greater a. Ask students which groups were closer 46 Hundred and 10
than 5. So 47 rounds to 50. to zero than to 10. (3,4)
• Rules for rounding hundreds • Counters 66 = _____
b. Which groups were closer to 10 than 108 = _____
a. Use the digit in the tens place to help to zero? (6,7) 684 = ______
you round. 251 = ______
b. If the digit in the tens place is 5 or • A plane is flying from Andros to Nassau. 345 = ______
more round up. If the digit in the tens The total distance is 100 miles. After the
place is less than 5, the digit in the plane flies 60 miles, one engine develops
hundreds place remains the same. trouble. The pilot must decide whether to
Example: Round 334 and 386 to the fly back to Andros or fly on to Nassau.
nearest hundred. What should the pilot do? Why? (fly to
Nassau, the plane is closer to Nassau).
334 386
a. Accept all reasonable answers and
consider other issues that students may
300 350 400 wish to raise. Discuss similar situations.
334 is closer to 300 and 34 is less Encourage students to share their
than 50. Therefore, 334 rounds to thinking
300. 386 is closer to 400 and the 86
is more than 50 so 386 rounds to
400.

SCOPE OF WORK
GRADE: 3

12. Identify and write the • A fraction is a number that names an • Have students work in groups of 3. • Harcourt Math Teachers • Discuss when writing a fraction,
fraction represented by equal part of a whole or a set. Give fraction circles, halves, thirds and Edition Book 3 pgs. 412 & 413 how do you know which number
drawings or concrete fourths to each group. Students select to use for the denominator and
material • A fraction is used to name a number a circle and pretend that it is a pizza. • Mathematics Plus Bk. 3 which for the numerator?
that is less than 1 The student with the appropriate circle Teachers Edition pgs. 350 – 351
holds it up and responds. • Write a fraction for the shaded
• www.mathforum.com part.
¼ of this circle is shaded • Tanya invites 2 friends for dinner. She
divides the pizza so that everyone has
an equal slice. How many slices are
there? (3 slices)
a. Read: one fourth or one quarter.
5/8
b. Write: ¼ • Let students fold paper and shade to ¼
show different fractions. E.g. ½ (cd
• The circle represents a whole. or one half) of folded paper , thirds 4/8 or ½
and quarters etc.
13. a. Explain in words or • The concept of a fraction as a part- • Students solve problems • arb.nzcer.org.nz • Write in journal describing the
pictures the relationship whole relationship is where one or Example: relationship between a fractional
between a fractional part more equal parts of a whole are Darryl has a pizza with 5 equal parts. • Harcourt Math Bk. 2 pgs. 335- part and its whole. Use pictures
and its whole compared with the total number of He ate 2 equal parts of it on Monday 341 or drawings to help you.
these parts that it takes to make up the and saved the rest for the next day.
whole. How many parts are left for Tuesday?
(3/5 parts).

SCOPE OF WORK
GRADE: 3

b. Explain the role of the • To understand fractions as part-whole • Have volunteers name the fractional parts • arb.nzcer.org.nz • Write in journal describing
numerator and relationships, students need to recognise that each circle represents. the role of the numerator and
denominator in a fraction the relationship between the denominator denominator using pictures for
using words or pictures (total number of equal-sized parts that illustration.
make up the whole) and the numerator
(number of these parts of interest).
Example: 2/5 of the marbles are shaded
Read: Two fifths

Write: 2/5
• The marbles belong in a group. The

number tells how many parts are being
counted.
• The denominator tells how many equal

parts are in the whole or group. It is the
bottom number of a fraction.

SCOPE OF WORK
GRADE: 3

14. Compare and order • Review the meaning of >, <, = Fraction Game • Harcourt Math Bk. 3 • Quiz
fractions with the same • Groups are given a deck of fractions Teachers Edition pgs. 434- Example: Shade 4/5 of the
denominator. • Models can help you compare parts of a flash cards. 437 following objects
whole.
E.g. ¼ and ¾ • Students draw cards and compare them.
Write fractions for unshaded

• Students then order the fractions from parts.
least to greatest or greatest to least.
• When comparing fractions with like
denominators, look at the numerators. Groups report on their findings
¼ +¾
1<3
¼<¾
• After comparing the fractions, order
them from least to greatest or greatest to
least.
15. Compare and order • The numerator is the top number in a Order Up • Harcourt Math Bk. 3 • Write <, >, or = to fractions.
fractions with different fraction. It shows how many parts we • Use a game to practice comparing fractions Teachers Edition pgs 422 You can use fractions strips to
denominators (Continued). have. & 423 help.
• Have each player write a fraction with a
• The denominator tells how many parts denominator of 2, 6, 8, 10, or 12 on an • Scott Foresman Addison Example
are in the whole or group. It is the index card. Wesley Math Bk. 3 pg.
bottom number of a fraction. 418B ¼ ¾ 5/6 4/6
• Collect the cards and use them to create a
E.g. 1 numerator number line on the chalkboard showing • Index cards ½ ⅓ ⅓ ⅔
4 denominator the fractions from least to greatest. • bow

SCOPE OF WORK
GRADE: 3

15. Compare and order • .Fraction bars can help you compare • Put the cards in the bowl. Pick a card and • Harcourt Math Bk. 3 • Write <, >, or = to fractions.
fractions with different parts of a whole. Example: compare ⅓ read the fraction. Then have players take Teachers Edition pgs 422 You can use fractions strips to
denominators. and ¼ cards and tell if the fractions are greater & 423 help.
than or less than the one you selected.
⅓ Continue until each player has a turn. • Scott Foresman Addison Example
Then play again with a different Wesley Math Bk. 3 pg.
benchmark fractions. 418B ¼ ¾ 5/6 4/6
¼
• Give students models to shade. Let them • Index cards ½ ⅓ ⅓ ⅔
The bar for ¼ is shorter than the bar for ⅓. work in small groups to compare given • bow
So, ¼ < ⅓ or ⅓ > ¼ models • Give students sets of three
fractions. Have them write
• You can order three or more fractions them in order from least to
from least to greatest or from greatest to < greatest.
least.
E.g. ½ 6/8 = ¾ E.g. ½, ¼, 1/8, = 1/8, ¼, ½
Example: Order the fraction from least to
greatest. 1/10, ½, 2/6 • Let students draw from a bag with given
fractions to compare. The student with the
• Step 1 larger fraction gets a point. The cards are
put back in the bag and the process is
Compare the fractions 1/10 and ½ repeated. The student who scores five
1/10 ½ points first is the winner.
1/10 < ½
½ 2/6 ½ > 2/6
Therefore: 1/10, 2/6, ½

Order the fraction from least to greatest
1/10, 2/6, ½

SCOPE OF WORK
GRADE: 3
CONTENT ACTIVITIES RESOURCES ASSESSMENT

OBJECTIVE
16. Find equivalent fractions. • Review: Numbers that are multiplied • Interactive game where students match • www.harcourt_school.com • Students create and solve
by one, equal the same number. equivalent fractions. equivalent fractions.
Example of one as a fraction. • Harcourt Math Bk. 3 pgs.
• Equivalent Fraction Concentration 418-420
3/3, 4/4, 2/2
• Multiply the numerator and • Groups are given a deck of equivalent
denominator by the same number to fractions flash cards that are place face
find the equivalent fraction or divide down.
the numerator and the denominator by • Students draw two cards to find
the same number. equivalent fractions. If the cards
E.g. 3/12 x 4/4 = 12/48 match, they keep the set. If the cards
do not match, they are placed on the
3/12 ÷ 3/3 = ¼ table.
These are equivalent because they
represent the same amount (¼). • The student with the most matched
cards is the winner.
17. Find the simplest form of a • Simplest Form: A fraction with the • Give groups problems involving • enVisionMath Bk. 3 pg. 295 • Students write sums of
fraction (Continued). numerator and denominator that cannot different operations of fractions where fractions in simplest form.
be divided by the same number except students have to reduce fractions. • Harcourt Math Bk. 3 pgs.
1. Example: 436-438, 448, 482
David found 12 seashells. Four of
• To simplify fractions, find a common them were conch shells. The rest of
factor that will divide evenly into the them were soldier crab’s shells. In
numerator and denominator. simplest form, what fraction of the
For example: 6/9 shells were soldier crab shells?

SCOPE OF WORK
GRADE: 3

17. Find the simplest form of a • Find the factors of the numerator and
fraction. denominator.
Factors of 6 = 1, 2 ,3
Factors of 9 = 1, 3
* The common factor is 3
• To simplify the fraction, divide by 3.

6/9 ÷ 3/3 = 2/3
18. Read, write and draw • A decimal is a number that uses place • How many tenths? • Harcourt Math Bk.3 Teachers • Draw a decimal model to show
representation for tenths and value and a decimal point to show Edition pgs. 454 – 457 the fractions three tenths.
hundredths (Continued) • Give students 10 by 10 pieces of
tenths, hundreds and so on.
graph paper. Have them divide the
• Mathematics Plus Bk. 3 • How many equal parts of a
square into 10 equal sections.
• Decimals can show tenths. For pgs.366 – 369 hundredths decimal model
example 0.4 Challenge students to use the drawing would you shade to show
to solve exercises such as these: • Graph paper 1cm 0.65? Explain your answer.
Write: 0.4 a. 0.3 b. 0.9 c. 0.7
Read: four tenths • Read and write decimals for
• Relate a decimal to money by tenths and hundredths.
• Hundredths are decimal numbers. teaching 0.35 is 35¢.
They are shown on a decimal square. • Place students into groups. Give
Count to find the decimal that names each group some ten cents and one
the shaded part. cent pieces

SCOPE OF WORK
GRADE: 3

18. Read, write and draw • Let students explore and find the following:
representation for tenths and - How many ten cent pieces equal?:
hundredths. i) $1.00, ii) 1/10 of a $1.00 and
(iii) 0.10 of $1.00
- How many one cent pieces equal? (a) $1.00

(b)10¢
- What part of the $1.00 is ?(a) 10¢ (b) 1¢
Read: Twenty-five hundredths. - Record findings in at least three (3)

different ways.
Write: 0.25
Fraction: 25/100

SCOPE OF WORK
STRAND: PATTERNS, FUNCTIONS, & ALGEBRA
GRADE: 3
Sub Goal 2: Use algebraic and analytical methods to identity and describe patterns and relationships in data, solve problems and predict results.
1. How can I use place value to identify and extend number patterns?
2. How do tables, charts, and/or lists work together to solve problems?
3. What are the different ways to represent the patterns or relationships?
4. How can we compare expressions?

SCOPE OF WORK
GRADE: 3
Sub Goal 2: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results.

1. Identify, extend and create • A repeating pattern is made up of • Have students (about 6) make a line • Harcourt Math Bk. 3 • Students create repeated
repeating and growing shapes or numbers that form a part that around the room. Have the first few Teacher’s Edition pgs. 136 and growing patterns using
numerical and symbolic repeats. students do as you say. For example, & 137 numbers and symbols.
patterns E.g. O, ∆, Ο, ∆, _____ stand, sit, stand, sit, and then ask,
“What should the next child do? • Manipulatives
1, 3, 5, ______
• A growing pattern is a pattern that

extends based on the relationship of
previous parts.
Example: YBB, YBBB, YBBBB

2. Identify and locate missing • You can use a number line to help you • Place a number line on the floor. • Harcourt Math Bk. 2 • Interactive missing number
numbers on a number line find a pattern. Have students fill in the missing Teacher’s Edition pg. 5 game:
numbers on the number line.
Students click and type in
• Determine if the order of numbers is • www.ictgames.com/missin
ascending (getting larger in value) or the missing number shown
gnumbers.html
descending (becoming smaller in with a triangular symbol.
value).
• Number line
www.ictgames.com/missingn
Example: Find the missing number: umbers.html
30, 23, ___, 9 • Number cards
• The order of numbers is going down or

descending.
• The missing number is 16 since it is 7
more than the last number 9.

SCOPE OF WORK
GRADE: 3

3. Solve problems that • A pattern is a strategy that can be • Have students work in small • Harcourt Math Bk. 3, Teacher’s Edition , • Lesson Quiz
involve pattern used to solve problems. groups to find examples of patterns pgs. 326 & 327 Examples:
identification to in the classroom. Suggest that they a. What will the next three
complete patterns. • You can use the order of shapes look for patterns in books, • Magazines shapes in the pattern be?
in a design to identify a pattern to magazines, on clothing or on
solve a problem. To find patterns object such as pencil, vases, or • http://www.mathwire.com/problemsolving O□►O□►…
you can use the following steps. artwork that is displayed in the
room. b. What are the next three
Step 1- Understand numbers in the pattern? 14, 17,
- What are you asked to find? • Students solve problems in groups. 20, 18, - - -
- What information will you use? Example
It’s time for the Literacy parade.
Step 2 The third grade decides to march
- What strategy can you use to in a special formation this year.
solve the problem? One student walks in the first
row, two students walk in the
Step 3 second row, and three students
- How can you use the strategy to walk in the third row. This
solve the problem? pattern continues.
a. If the whole third grade
Step 4 marches in 10 full rows, how
- How can you decide if your many students are in third
answer grade?
is right?
b. Use numbers, words, tables,
and/or pictures to explain
how you know your answer
is correct.

SCOPE OF WORK
GRADE: 3

4. Compare expressions • An equation is a number sentence that says • Students complete equation puzzles • Harcourt Math Bk. 3 pgs. • Students complete expressions
using =, >, and < two expressions are equal. where they match the equation with 20-22 using =. <, and >.
(Continued). e.g. 5 + 3 = 10 – 2 the correct response.
8= 8 • Edhelper.com
• Two sides of a number sentence can be equal
or unequal. A symbol >, <, or = tells how the
sides compare.
Example: 3 + 4 2+7
7 < 9
• The symbol = means “is equal to”. In a

number sentence, the symbol = tells that the
value on the left is equal to the value on the
right.
Example a) 9 +________ = 11
b) 10 = 3 + ________
c) 17- _________ = 9

SCOPE OF WORK
GRADE: 3
ASSESSMENT
OBJECTIVE CONTENT ACTIVITIES RESOURCES
4. Compare expressions using =, • An inequality is a number sentence that
>, and < . uses < or >. An inequality shows that
two expressions are not equal.
5 + 6 > 10
11 > 10

SCOPE OF WORK
STRAND: COMPUTATION AND ESTIMATION
GRADE: 3
Sub-goal 3: Estimate and understand the meaning, use, and connection between the four (4) basic operations; addition, subtraction, division, and multiplication.
1. What strategies can I use to solve addition and subtraction problems?
2. How can I show how to solve a multiplication problem in different ways?
3. How can I use multiplication to help me with division?
4. How can I use division to help me with multiplication?
5. Why is it important to know how to add and subtract compound units?
6. Why do mental models help me remember?

SCOPE OF WORK
GRADE: 3

1. Recall addition and • Addition means to add 2 or more Beat the Clock • Harcourt Math Bk. 2 • Assign students to complete an
subtraction facts through 20 numbers together to get a result. • Addition and subtraction facts Teacher’s Edition, pgs. 25 & 26 online assessment of addition and
within a time frame of 3 through 20. subtraction facts
seconds each. • Addends are the numbers that are • www.mathfourm.com www.mathfourm.com
combined or added together. • Students are timed as they www.mathonline.com
complete the worksheet to recall • www.mathonline.com www.kidsmath.com
• Sum is the answer to an addition addition and subtraction facts.
problem. Students are to learn all the The student with the least time • www.kidsmath.com or
addition facts through 20 and be able to and the most correct is it the
recall them within a period of 3 seconds winner. • Clock Harcourt Math CD Rom
each. (Aim: to complete each fact Carnival Countdown -.Snap
within the 3 second timeframe). • Timer clowns
• Commutative property of addition
e.g. 7 + 2 = 2 + 7 • Flashcards
• Identity Property of Zero
e.g. 7 + 0 = 0 + 7
2. Estimate sums and • There are many estimation strategies. • Have students write about a • Harcourt Math Bk. 3 Teacher’s • Lesson Quiz
differences (Continued). Rounding is a strategy that is useful for situation in their own lives when Edition pgs. 38 & 39; 54 & 55
addition and subtraction. it is better to estimate than to • Students think of situations in
find an exact answer. • Mathematics Plus Bk. 3 which they or members of their
• Estimating has value in real life Teacher’s Edition pgs.70 & 71 families have used the words
situations and is useful when you don’t (Students might suggest “about “, approximately, or “close
need to find an exact answer. estimating the amount of school to” in giving answer to questions
supplies, such as paper and about groups of people, things, or
• To round numbers, determine the digit to pencils that they will need for the costs of several items in store.
be rounded. Look at the digit to its right. school year.) Students share their answers.
If it is 0-4, the digit in the rounding place
stays the same. If it is 5 or more, the digit
in the rounding place increases by 1.

SCOPE OF WORK
GRADE: 3

2. Estimate sums and differences. E.g.
88 → 90 = 615 → 600
+ 91 → + 90 167 → 200
180 400
Remember estimate means to find the

approximate value.
3. Create and solve problems • Adding and subtracting money amounts • Have students write word problems • Harcourt Math Bk. 3, Teacher’s • Students find the sums and
involving the addition and is similar to adding and subtracting with money amounts. Edition, pgs. 88 & 89 differences using the
subtraction of money. whole numbers. You add to find the total activboard.
price of more than one item. You subtract • Have them write one problem using
to find the change you will receive. addition and another using (1) $ 1.53 $3.69
subtraction of money amounts. + $ 2.27 - $ 1.51
• When you add and subtract money, put
the decimal point and the dollar signs in • Have students exchange problems
the correct places. with a partner and solve.
( e.g. $2.35)
4. Create and solve Addition • In cooperative groups, students • Harcourt Math Bk. 3 pgs. 40-49 • Students create and solve
computational problems in 7 523 create addition problems using addition problems.
addition using whole numbers + 2 149 whole numbers up to 9 999.
up to 9 999 with and without 9 672 • Problems are passed to other
regrouping (Continued). • Step 1: Add the ones. groups to solve.
9 ones + 3 ones = 12 ones • Students explain how they arrived
Regroup 12 ones = 1 ten 2 ones at the answers.
• Step 2: Add the tens

2 tens + 4 tens = 6 tens

SCOPE OF WORK
GRADE: 3
Sub-goal 3: Estimate and understand the meaning, use, and connection between the four (4) basic operations of addition, subtraction, division, and multiplication.
s
4. Create and solve • Step 3: Add the hundreds
computational problems in 5 hundreds + 1 hundreds = 6 hundreds
addition using whole numbers
up to 9999 with and without • Step 4: Add thousands
regrouping. 7 thousands + 2 thousands = 9
thousands
5. Create and solve Subtraction • In cooperative groups, students • Harcourt Math Bk. 3 pgs. 56-65 • Students create and solve
computational problems in 237 create addition and subtraction addition and subtraction
subtraction using whole - 162 problems using whole numbers up to problems.
numbers up to 9999 with and 07 5 9 999.
without renaming. Step 1: Subtract the ones
7 ones - 2 ones = 5 ones • Problems are passed to other groups
to solve.
Step 2: Subtract the tens
3 tens -6 tens cannot be done so we • Students explain how they arrived at
have to regroup the answers.
1 hundred = 10 tens -10 tens + 3 tens
= 13 tens
13 tens – 6 tens = 7 tens
Step 3: Subtract the hundreds
1 hundred – 1 hundred = 0 hundreds.
6. Explain multiplication as • Multiplication connects directly to Snappy Sums • Harcourt Math Bk. 3 • Students explain using
repeated addition (Continued). addition only when equal groups are • Have partners use connecting cubes Teacher’s Edition, pgs. 116 & 117 examples how multiplication
used. to show the groups below. For e.g. is seen as repeated addition
for 3 twos, the partner makes 3 cube • Mathematics Plus Bk. 3, pgs.
• Multiplying is a way to find how many trains, each consisting of 2 cubes. 166 & 167
in all when groups have the same After making the trains, partners tell
number of items. how many cubes in all and compare • Connecting Cubes
their totals.

SCOPE OF WORK
GRADE: 3

6. Explain multiplication as e.g. 2 + 2 + 2 = 6 1st partner 2nd partner
repeated addition. 3 x 2 = 6 (answer) 3 twos 2 threes
4 threes 3 fours
Number of Amounts in each group 4 fives 5 fours
groups 2 eights 8 twos
E.g.
10
x 2
20
• When multiplying a 2- digit number
by a 1-digit number, think of the 2
digit number in terms of tens and ones.
7. Model multiplication • An array shows objects in equal rows. • Teacher places students in pairs. • www.athens.edu • Students use pegboards to model
using arrays. e.g. 00000 One child spins for the number of tiles multiplication using arrays. Students
00000 in each row. The other student should • Spinner with numbers 1-4 create 4 number sentences from the
00000 spin to show the number of rows. arrays and explain the commutative
00000 Students arrange the tiles to form a • 16 coloured tiles property.
The counters show 4 rows of 5. Each rectangle to show the number of rows
row is a group. You can use addition and the number of tiles in each row. • Harcourt Math Bk. 3
to find the total. pgs. 138-141
• Students state the shape they have
Multiplication can be used to find the made. They discover if there is another
total in an array. way to arrange the array.
4 x 5 = 20 • Teacher asks, “What happens if you
turn the array side ways? How is this
number of rows number in each row array like a multiplication fact?”

SCOPE OF WORK
GRADE: 3

8. Identify and use multiplication • Teacher connects fact families and • Put students in groups and assign • http://www.multiplication.com • Journal Writing: Write at
and division facts through 9 x commutative property to multiplication each group a multiplication table. least three sentences
9. and division facts. Let the group work together to containing the words double
create a poster that illustrates a • Harcourt Math Bk. 3 pgs. 222 & 518 or doubling. Draw picture to
• The NINE multiplication facts is the viable strategy that can be applied represent one of the
one less = nine method. Subtract one to find solutions to those facts. sentences. Share sentences
from the number you are multiplying E.g. doubles. and pictures.
by. Example 9 x 5 (One less than 5 is
4).The first number in the answer is
4. The two numbers that make up
the answer will equal 9. So 4 + __ =
9 (5) .The last number in the answer is
5. 9 x 5 = 45 .One less than 5 is 4 (45)
The answer adds up to nine. 4 + 5 = 9

9. Multiply numbers with at least • Multiply to find the value of ones and • Have students multiply 2 digit • Harcourt Math Bk. 3 • Activity sheet with
2 digits by 1 digits (be certain then the values of tens. numbers. Ask then to solve the Teacher’s Edition, pgs. 488 & 489 multiplication problems.
0 is in different positions). following problems.
E.g 7 0
X4 a. If you blink 12 times a minute,
280 how many times do you blink
in 8 minutes?
Step 1: Multiply the ones
b. If your heartbeat 73 times a
Step 2: Multiply the tens. minute how many time does it
beat in 5 minute.

SCOPE OF WORK
GRADE: 3

9. Multiply numbers with at least 2 c. If for breakfast each day you
digits by 1 digits (be certain 0 is in eat 24 ounces of food, how
different positions). (Continued) many ounces of food will you
eat for breakfast in a week?
10. Create and solve multiplication • Some vocabulary words for multiplication • In cooperative groups, • http://www.mathstories.com • Quiz: Problem Solving
problems are times, everyday, and at this rate. students create multiplication
Example problems.
Daniel reads 25 words per minute. At this
rate, how many words does he read in one • Problems are passed to other
hour? groups to solve.
• Students explain how they

arrived at the answers.
11. Explore the meaning of division. • Division can help you find how many • Have students use 12 counters • Harcourt Math Bk. 3, Teacher’s • Write a poem, jingle or story
items are in each group and how many to represent team members. Edition pgs. 184-185 about the meaning of
equal groups there are. Find the number of players if division.
there are 2 teams, 3 teams and
• Division can be modeled with counters. 6 teams.
• Division is the operation used to find out • Have students discover the
how many are in each equal group. pattern using the counters and
team members.
• The quotient is the answer to a division
problem.
e.g. 6 ÷ 3 = 2
000
000
6 counters grouped in threes give 2 groups.

SCOPE OF WORK
GRADE: 3

12. Explain the relationship • To find a quotient, use an array and • Divide the class into two teams give • Harcourt Math Bk. 3, Teacher’s • Have students write the inverse
between multiplication and count the number in each equal row. one team the multiplication cards and Edition, pgs. 188 - 193 operation for given operations.
division using word, pictures the other team the division cards.
or concrete objects • Use a related multiplication fact to e.g. 4 x 8 = 32
find a quotient. • Allow each player to find their 32 ÷ 8 = 4
partner on the other team by finding
• Quotient is the answer of a division their inverse operation.
problem.
• Multiplication and division are

inverse operations. If 4 x 3 = 12 then
12 ÷ 3 = 4
13. Model division as repeated • Repeated subtraction may be used to • Have each students use a number line • Harcourt Math Bk. 3, • Have students write in their
subtraction. solve a division problem. When to solve this problem: A bug started at Teacher’s Edition, pgs. 186 & mathematics journals.
using repeated subtraction, start with 12 on the number line and made hops 187
the total and subtract equal groups of 2 spaces each, until it gets to 0. a. Why is division called
until you reach 0. • Mathematics Plus Bk. 3 repeated subtraction?
• How many hops did the bug make? Teacher’s Edition pgs. 228 & b. Have students show examples
• Count the number of times you 229 in their journals.
subtract to find the quotient. When • Have students write 2 insect problems
using repeated subtraction to find a that involve a number line. Pairs of • Number line
quotient, you are skip-counting students exchange papers and solved
backward. each others problems.
• Division may be written in two forms

with a division house or as a division
sentence.

SCOPE OF WORK
GRADE: 3

14. Multiply numbers up to 2 605 • Students solve multiplication • enVisionMath Bk. 3 • Answer questions related
9 999 by a 1-digit number. x 8 problems. to the topic.
20 840 • Harcourt Math Bk. 3 pgs. 524- Example:
Step 1: Multiply the ones. 533 4 231 1 234
8 x 5 ones = 40 ones – Regroup x 4 x 3__
Step 2: Multiply the tens.

8 x 0 tens = 0 tens
Add the regrouped tens.
Step 3: Multiply the hundreds.

8 x 6 hundreds = 48 hundreds-Regroup
Step 4: Multiply the thousands

2 x 8 = 16
Add the regrouped hundreds.
Use decimals as well.
15. Divide numbers up to 9999 • Division is an operation that is used to find Division Homerun • enVisionMath Bk. 3 pg. 190 • Activity sheet with
by a 1-digit number how many equal groups or how many are in division with and
including situations where each group. • Class is divided into two teams. The • Flash cards without remainders.
there is a remainder teacher calls a division problem and
E.g. 23 ÷ 5 = 4 r 3 the first student on line gives the • Harcourt Math Bk. 3pgs. 304-
Remainder answer. If he/she is correct, he/she 307, 502-511
Total Number moves to the first base. If answer is
Number incorrect, he/she is knocked out. The
of in
equal game continues until there are three
each incorrect responses. When this
groups group occurs, the next team bats.
• The part that is left over when we divide is
called the remainder.

SCOPE OF WORK
GRADE: 3

16. Add and subtract • 100 cm = 1 m • In groups have students solve • Primary Maths for • Independent practice on
measurements in compound • Addition problems using compound units solving problems.
Caribbean Schools Bk. 3
units. m cm (linear and customary) Example:
2 70 Example: pg.112 a. The school garden has
+3 45 a. How many centimeters must I cut rectangular plots each
6 15 from a rod 5.2 cm long to have • http://www.rwc.uc.edu measuring 4m long
4.5 left? and 3m wide. How far
Step 1: Add the cm. 70 + 45 = 115 must you walk to go
b. Joseph is 1m 25cm tall. James is
115 cm = 1 m 15 cm around one plot?
1 m 35 cm. How much taller is
Step 2: Add m. 2 + 3 + 1 = 6 James?
• Subtraction
m cm
2 25
- 1 50
0 75
Step 1: Subtract cm. Need to rename.

Change 1 m and add to 25 cm
125 cm-50 cm= 75 cm
Step 2: Subtract m 1-1 = 0

SCOPE OF WORK
GRADE: 3

17. Multiply and divide tens, • When we multiply by ten, every • Students solve problems using • enVisionMath Bk.3 pg. 444 • Complete problems.
hundreds, and thousands by a figure moves one place to the left. multiplication and division Example
1-digit number. Ones become tens, tens become strategies. a. For the concert, the 64
hundreds, and hundreds become members of the Royal
thousands. The gap in the ones place Bahamas Police Force
is filled by a 0. Band were divided equally
into 4 different groups.
• When we multiply by 100, every How many band members
figure moves two places to the left. were in each group?
The gaps in the ones and tens
columns are filled by 0.
• When you divide a decimal number

by 10, you move all the digits one
place to the right. The number
becomes ten times smaller. E.g. 350
÷ 10 = 3.5

SCOPE OF WORK
STRAND: MEASUREMENT
GRADE: 3
Sub-Goals 4: Make and use measurements of objectives, qualities, and relationships and determine acceptable levels of accuracy.
Essential Questions
1. Why is elapsed time important and how can it be used in everyday life?
2. How can one convert between units of time?
3. What types of problems are solved with measurement?
4. What are tools of measurement and how are they used?
5. How can you make change from a given amount of money?

SCOPE OF WORK
STRAND: MEASUREMENT
GRADE: 3
Sub-Goals 4: Make and use measurements of objects, qualities, and relationships and determine acceptable levels of accuracy.

1. Tell time to the nearest five • It takes 5 minutes for the minute hand to • Review skip counting by fives. Draw a • Harcourt Math Bk. 2 • Display 9:35 on the
minutes (Continued). move from number to number. series of 5 pointed stars on the board or Teacher’s Edition pgs. 125 classroom clock. Discuss
60 have children flash their fingers as they & 126 and write how can you
55 5
count aloud to 60: 5, 10,15, 25, 30, 35, find how many minutes
50 40, 45, 50, 55, and 60. Explain that have passed since 9 O’
10
there are 60 minutes in one hour. clock?
45 15
• Direct children’s attention to the
• What time is it if the
40 20 classroom clock. Then have groups of
minute hand now moves to
12 children form large circles.
35 30 25 9?
• Practice going around the circle with
• Remember there are 60 minutes in one each child adding 5 minutes to the time
hour. 60 said before. The first child says “5
55 5
minutes”. The next child says“10
50 minutes” and so on. The twelfth child
10
says “60 minutes equals 1 hour”.
45 15 Repeat until everyone has had a turn.
40 20
35 30 25
• Remember there are 30 minutes in a half

hour. 60
55 5
50
10
45 15
40 20
35 30 25

SCOPE OF WORK
STRAND: MEASUREMENT
GRADE: 3

1. Tell time to the nearest five VOCABULARY • In cooperative groups, students • enVisionMath Bk 3 • Have students decide whether
minutes. • Minute- a unit of time equal to 60 seconds. create and report scenarios of a.m. pg.392 the time is a.m. or p.m.
and p.m. activities. E.g. Would the time the bus
• Minute hand – the longest hand on an analog
• superteacherworksheet arrives at school more likely
clock; it designates minutes.
• Play the game ‘Time for Bingo’. s.com/time/clock. be 8.30 a.m. or 8.30 p.m.
• Hour- a unit of time equal to 60 minutes Download the bingo game board,
instructions and materials for telling • Would you be more likely to
• Half hour- a unit of time equal to 30 minutes.
time to the nearest five minutes from. eat lunch at 12.20 am or 12.30
p.m.
superteacherworksheets.com/time/clock
2. Identify events taking the • We tell time in minutes, hours, days, weeks, • Model time relationships. • Analogue clock • Classify events taking the same
same amount of time, more months, and years. amount of time, more time
time than, or less time than. • Create a list of events taking the
• Calendar than, or less time than
• Some events take the same amount of time, more same amount of time, more time than
time than, and less time than. or less time than other events. Have
students draw three columns. Label
each the following: same amount of
time, more time than, and less time
than. Tell them to sort events into
three categories.
2. Apply vocabulary associated • The hours between noon and midnight are p.m. • Students match word to its meaning. • tf.nist.gov/general/mis • Journal entry: Write to
with time using a.m., p.m., hours. explain why it is incorrect to
• In groups, draw and write events that c.htm
noon, or midnight (Continued). use the terms 12:00 a.m. and
• A. M. stands for ante meridian meaning before occur at specific times. For example,
12:00 p.m.
noon. breakfast, lunch, and the like.
• P. M. stands post meridian meaning afternoon.
• A. M. and P. M. start immediately after midday.
Midnight and Noon (Midday) respectively.

SCOPE OF WORK
STRAND: MEASUREMENT
GRADE: 3

3. Apply vocabulary associated with • Use 12 noon and 12 midnight for clarity.
time using a.m., p.m., noon, or Do not use the terms 12.00a.m. and
midnight. 12.00 p.m. It is incorrect.
• Noon is neither before or after noon; it is
simply noon. Therefore, neither the
"a.m." nor the “p.m." designation is
correct. On the other hand, midnight is
both 12 hours before noon and 12 hours
after noon. Therefore, either 12 a.m. or
12 p.m. could work as a designation for
midnight, but both would be ambiguous
as to the date intended.
• Everyday starts precisely at midnight and
a.m. start immediately after that point in
time.
• To avoid ambiguity, airlines, railroads,
and insurance companies use 12.01 a.m.
for an event beginning the day and 11.59
p.m. for ending it.
• The hours of the day between midnight
and noon are a.m. hours.

SCOPE OF WORK
STRAND: MEASUREMENT
GRADE: 3

4. Identify equivalent periods of time Time Relationships Name two time periods and have • www.eduplace.com • Quiz
including relationships among children tell which time period is
• There are 60 minutes in 1 hour.
days, months and years and hours, longer. Example: How many minutes
minutes and seconds. • There are 24 hours in a day. are in
Help them see that a time period is
made up of a number of time periods a. 1 hour
• There are 7 days in a week.
and have children tell which time b. 1 and a half hours
• There are 28, 30 or 31 days in 1 month period is shorter.
2. How many months are in
• There are 12 months in 1 year • Have children use their clocks and a. 1 year
There are 52 weeks in 1 year calendars to model time relationships. b. half a year
How many days are in a week?
• Ask children to point to and count each
day on the calendar. (7 days)
• How many hours does your birthday
last? (24 hours)
• Have children explain their reasoning.
(Because my birthday is one day long.)
5. Use a calendar to identify specific • Calendars are tables that show the days, • Give a current calendar to each group. • www.eduplace.com • Highlight specific dates on
dates (Continued). weeks, and months of a year in order. Ask each student to find his or her calendars and write the
• Remember birthday. • calendars ordinal and cardinal
7 days = 1 week numbers.
i. On what day of the week does your
12 months = 1 year birthday fall this year? Write the date
including the day.

SCOPE OF WORK
STRAND: MEASUREMENT
GRADE: 3

5. Use a calendar to identify specific • The calendar shows the order of dates so, Example:
dates . use ordinal numbers to name dates. a. Thursday, May 24th
Write Read
June 1 June first b. Does your birthday fall on the
March 4 March fourth same day of the week each year?
May 3 May third • Have a student report to the class who
October 2 October second will have the next birthday and who
had the most recent birthday.
6. Calculate elapsed time to the day • Elapsed time is the total amount of time • Have students label a calendar month • enVision Math Bk. 3 • Have students use a schedule
with calendars and to the hour that passes from the starting time to the beginning with the first Monday. pg.400 to calculate elapsed time.
with a clock. ending time.
• Have groups answer questions about
• Ensure that students identify the beginning the calendar. E.g. what is the date of the
and ending times correctly. second Thursday in March? Suppose
you have ball practice on Saturdays.
• Find the starting time. Count the hours and
How many practice days do you have in
minutes to find elapsed time after
March?
identifying ending time.
• Have students use clocks to find
elapsed time. Ask questions. E.g.,
Sean and Kiara went to the carnival at
3 o’clock in the afternoon. They left at
11 o’clock in the evening. How long
did they stay at the carnival?

SCOPE OF WORK
STRAND: MEASUREMENT
GRADE: 3

7. Convert between Units of time • To convert weeks to days, multiply the • Riddles • www.lxl.com • Explain why 8 weeks is equivalent
number of weeks by 7. to 56 days and write how many
Example: I am known as four
E.g. 4 week = 4 x 7 = 28 days • www.9a9math.com months are in 8 weeks.
weeks. a. What is my name?
• To convert days to hours, multiply the Answer: 28 days
number of days by 24. b. I am 5 weeks. What is my
E.g. 7 days = 7 x 24 = 168 hours. name in days?
• To convert hours to minutes, multiply the • Give students practice converting
number of hours by 60. For example, units of time: E.g. 730 days =
6 hours = 144 minutes. __yrs; 3 yrs. = ___ days.
8. Read and record temperatures on a • A thermometer measures temperature. Measuring Temperature: • Celsius and Fahrenheit • Use data from a chart where
thermometer and interpret the Degrees (°) of Celsius (C) and thermometer. students have measured
• Estimate the temperature outside
readings. Fahrenheit (F) are units of temperature. temperatures at the same time
the classroom in degrees Celsius
every day for a week in the
• Water freezes at 32°F or 0°C. Water and in degrees Fahrenheit.
Celsius and Fahrenheit. Students
boils at 212°F or 100°C. Record your estimates.
answer questions from the chart.
• Room temperature is 68°F or 20°C. • Measure the temperature outside Examples:
the classroom using
• Degrees Fahrenheit is the customary unit thermometers. Record the a. Which day shows the highest
of temperature. differences between your temperature?
• Degrees Celsius is the metric units of estimates and the actual b. Which day shows the lowest
temperature. measurements. temperature ?

SCOPE OF WORK
STRAND: MEASUREMENT
GRADE: 3

9. Estimate and measure length • In the metric system, centimetre (cm), decimetre (dm), • Have each student make a simple • Harcourt Math • Discuss: Why would it be
in metres, decimeters, meter (m) and millimetres are used to measure length. drawing that includes 4 line segments Bk.3 Teacher’s better to measure the length of
centimetres, and millimetres. of different lengths (5cm- 15 cm), as Edition pgs. 330 & a chalkboard in meters rather
• A centimetre is about the width of your index finger.
well as some curved lines. 331 than in centimeters?
• A decimetre is about the width of an adult’s hand. a. Pairs of students measure the line
• Write: Why is it important to
segments, record the lengths, and • Centimeter rulers
• Your armspan is about 1 meter long. have more than one unit of
discuss the results with their
measure?
• A millimetre is about the thickness of a coin. (penny) partners.
• Lesson Quiz
• Have students draw lines according to Choose the unit you would use
the length provided: E.g. Draw the to measure each. Write cm, m
following lines: 3.9 cm, 8 cm, 4 cm, or mm.
etc. a. The length of a basketball
court.
b. The thickness of a nickel.
c. The length of an eraser
d. The length of a notebook.
10. Estimate and find the • The distance around a figure is called its perimeter. • Ten Squares • Harcourt Math Bk. • Discuss and write how to find
perimeter of polygons • To determine the perimeter of a shape by measurement Have students draw as many different 2 Teacher’s Edition the perimeter of a plane figure.
using standard and non first you need to measure each side of the shape and then shapes as possible that have a pgs. 277 & 278 Use diagrams to help you.
standard measurements add all their measurements together. perimeter of 10 units.
(Continued). • A polygon is a closed plane figure whose sides and • Teach children the following memory • Mathematics Plus
angles are equal. prompt: How about P for perimeter, P Bk. 3, pgs. 298 &
for post. Fence posts will go all the 299
way around the perimeter.
• Have students point out objects and • Graph paper 1cm.
buildings in the community that
To find the perimeter of a regular polygon, measure one side resemble polygons. Have them draw
and then multiply the length of the side by the number of some of these objects/buildings, label
sides. them and find the perimeter.

SCOPE OF WORK
STRAND: MEASUREMENT
GRADE: 3

10. Estimate and find the Pentagon = 5 equal-sided polygon
perimeter of polygons using Perimeter = 5 x length of side
standard and non standard
measurements.
11. Estimate and find area of • The area of a figure is the number of Building understanding. • Mathematics Plus Bk. 3 • Ask students to explain how 2
shapes using non-standard square units needed to cover its surface. • Cover a book using counters. Teacher’s Edition pgs. differently shaped figured can
and standard measurements. Count the square units a. About how many do you think you will 300 & 301 have the same area. (The area of
need? 2 differently shaped figures can
b. How many counters did you need? • Trundle Wheel be the same because the area is
c. Is the book covered completely? just arranged in different ways).
3m
• Use square tiles or squares of paper t o
cover a book with squares. Students
5m answer the following questions.
a. Estimate the number of squares you will
The area is 15 square cm. need?
b. How many squares did you need?
c. Is the book covered completely?
12. Estimate and measure • Capacity can be measured by using • Challenge students to identify metric • Harcourt Math Bk. 3 • Discuss: What is the
capacity using litres, and metric units such as the millitre (ml) and measurements of capacity. Have them Teacher’s Edition, pgs. relationship of millitres to litres?
milliliters litre (L). make a list of containers that might be 378 & 379
found in their homes. • Choose the unit you would use
• A medicine dropper holds about 1ml. to measure each . Write L or ml.
b. Next to each item, students should - A tank of gasoline
• A water bottle holds about 1L. indicate weather the label on the - A bottle of syrup
container would show the measurement - A jug of laundry soap.
• A water glass holds about 250ml. in millilitres or litres. Encourage
students to share and compare their lists.
13. Estimate and measure mass • The gram (g) and the kilogram (kg) are • Estimate and measure objects. • Harcourt Math Bk.3 • Discuss: Brainstorm a list of
in grams and kilograms metric units for measuring mass. Teacher’s Edition, pgs. objects that have a mass of about
(Continued). 380 & 381 1 gram and about 1 kilogram.

SCOPE OF WORK
PRIMARYSCHOOL MATHEMATICS
STRAND: MEASUREMENT
GRADE: 3

13. Estimate and measure mass • A paper clip has a mass of about 1 • Have pairs of students choose five • Mathematics Plus Bk. 3 • If a book has a mass of 500 grams, how
in grams and kilograms. gram. objects; estimate the weights in g or pgs.336 & 337 many books of this size will you need to
kg and then use the balance scales to have a mass of one kilogram? Explain.
• A large book has a mass of about 1 determine the actual weights. • Balances
kilogram. Students should record their findings
on a chart. • Scales
Objects Estimated Actual
Weight Weight • Grams and kilogram
weights
14. Convert units within systems • To convert within the metric units, • Have students collect objects such as • enVisionMath Bk. 3 • Create a chart to show equivalent
using multiplication multiply or divide by 10, 100 or 1000. detergent bottles or food boxes. pgs.338-354 measures using different units.
(Continued).. Allow them to use the outlined
• Multiply to change larger units to
measurements and convert to other Item Measurement Conversion
smaller units.
units. Cereal 5g _____mg
E.g. 7cm = 70 mm
7 x 10 = Cloth 5 yds. _____ft
4m = 400 cm
4 x 100 = 400
• Converting within customary units,
multiply to change larger units to
smaller units.
12 inches = 1 foot
3 feet = 1 yard
4 quarts = 1 gallon
2 pints = 1 quart
E.g. 3 quarts = 6pts
Each quart equals 2 pints = 3 x 2 = 6

SCOPE OF WORK
STRAND: MEASUREMENT
GRADE: 3
ASSESSMENT
OBJECTIVE CONTENT ACTIVITIES RESOURCES
14. Convert units within systems • How many meters are in 5
using multiplication. kilometers?
Think 1km = 1000m
2km = 2000
5km = 5 x 1000 = 5000
15. Make change for purchases • Change is the difference between • Divide the class into 4 or 5 groups. • Harcourt Math Bk. 2 Discuss:
$20.00 or less. the price of an item and the Allow each group to sell different Teacher’s Edition, pgs. 117 & • How can the cashier count out the
amount you give the clerk. The items (e.g. one group sells toys, one 118. change when you pay with $5.00
clerk will give back change. group food, one group DVD’s or CD’s; for a $2.55 item?
Example: if an item cost .47¢ and one group games etc.). Base items on • Harcourt Math Teacher’s
you give the clerk .50¢, you will students’ interest. Edition Grade 3 pgs. 86 & 87, Write:
receive .03¢ change. • Using as few coins as possible,
• Allow students at different times to go
• www.kidsmath.com make change from a $5.00 bill for
to each group and make a purchase.
• Counting on is one way to make groceries that cost $4.77. Explain
Make sure items do not cost more than
sure you get the correct amount how you found your answer.
$5.00. This activity can be extended
of change when you buy
where students set up booths and have
something.
other students from other classes or
grades come to make purchases.

SCOPE OF WORK
STRAND: GEOMETRY
GRADE: 3
Sub-Goal 5: Use geometric methods to analyze, categorize, and draw conclusion about points, lines, planes, and space.
Essential Questions
1. What are the properties of shapes?
2. How are solid figures different from plane figures?
3. How can I use plane shapes to help me identify different geometric solids?
4. What strategies can be used to verify symmetry?
5. What happens when you change a shapes position and orientation (slides, flips, and turns)?
6. How is the world of geometry connected to the world of numbers?

SCOPE OF WORK
STRAND: GEOMETRY
GRADE: 3
Sub-Goal 5: Use geometric methods to analyze, categorize and draw conclusion about points, lines, planes and space.

1. Classify common shapes (plane • A plane shape is a geometric shape Who am I? • Harcourt Math Bk. 2, Teacher’s • Discuss and write
and solid) and explain their that has no thickness. It lies in one • Put out three or more objects (such Edition, pgs. 255 – 260 Display a solid figure, and have
properties in simple terms plane. as a ball, a party hat, and a box). children to draw the plane shapes
(Continued). Describe one of them (it is round all • Harcourt Math Bk. 3, Teacher’s they could trace from the faces
• Solid figures have three dimensions.
over, it is flat on the bottom, it sides Edition, pgs.294 – 295 of that solid figure. Students then
• Circles, squares, triangles, rectangles are all flat) and have the children write the properties of the
and ovals are plane figures. guess which object you are • Helping Children Learn shapes.
describing. Mathematics, pgs. 222- 230
• Sphere is a solid figure whose curved .
surface is the same distance from the How many sides?
center at all points. • Geometric shapes
• This activity uses pattern blocks. If
• Cone is a solid pointed figure that has you do not have pattern blocks you
a flat, round base. can use other shapes or cut shapes
with different number of sides from
• Cylinder is a solid object with two construction paper. Each child needs
identical flat circular ends and one only one shape for this activity.
curved side.
• Cube is a three dimensional figure • Call a number and ask children who
with 6 congruent square faces have a shape with that number of
sides to stand. (Be sure to call
• Circle is a flat, round closed plane numbers such as two and seven, to
shape. All points on the circle are the which no one will stand). Then have
same distance from the center point. a search for all different shapes that
• Square is a rectangle with all 4 sides have three sides, four sides, five
of equal length. sides, six sides, and zero sides (the
circle).

SCOPE OF WORK
STRAND: GEOMETRY
GRADE: 3

1. Classify common shapes • Triangle is a closed plane shape with 3
(plane and solid) and explain sides and 3 corners.
their properties in simple
terms. • Rectangle is a closed plane shape with 4
sides and 4 square corners.
• Oval is a closed plane shape that looks
like a stretch circle.
• Side is a straight part of a shape
• Corner is the place where 2 or more

edges meet.
2. Identify and draw points, lines, • A point is an exact location or position How many segments? • Harcourt Math Bk. 3 • Have students explain each term
and line segments using rulers • Have students complete the following Teacher’s Edition. pg. 300 point, line, line segment in their
and straight edges. by drawing as many line segments as mathematics journals.
A and B are points on a line. possible between the points in each • Mathematics Plus Bk.3
example. Teacher’s Edition, pg. 288
• A line is straight. It continues in both
directions. It does not end.
• A line segment is straight. It is the part

of a line between two points, called end
points
• Use a ruler or an object with a straight

edge to draw a line.
• Have students draw lines of various
length. For example 5 cm, 10 cm, 2
ins, 4 ins.

SCOPE OF WORK
STRAND: GEOMETRY
GRADE: 3

3. Identify lines of symmetry in • An imaginary line that divides a figure • Student folds a sheet of paper in • Harcourt Math Bk. 2 Discuss:
familiar shapes in half is called the line of symmetry. half and make a simple drawing on Teacher’s Edition, pgs. 245 – • Describe lines of symmetry for the
only one side of the fold. Partners 246 figure below.
• If you fold a figure along a line of exchange papers and try to
symmetry, both sides match. complete the drawing on the other • Harcourt Math Bk. 3
side of the paper, using the fold as Teacher’s Edition, pgs. 334 –
a line of symmetry. 335 Write
• What strategy could you use to
• Mathematics Plus Bk. 3, pg. 292 locate the lines of symmetry in a
figure?
• Mira
4. Explore slides, flips, and turns • Slide is a movement of a figure to a new • Students’ model the motions slide, • Harcourt Math Bk. 3 Discuss and write
(Continued). position without turning or flipping it. flip and turn. Teacher’s Edition, pgs. 249 - 252
• What does it mean to flip, turn,
e.g. slide • Have students place an index card • Harcourt Math Bk. 3 and slide an object?
on the left side of their desks and Teacher’s Edition, pgs. 338 –
then slide it to the right side. 339 • Have students use pattern blocks
a b a. Ask: What has changed? (the or other simple objects to
• Flip is a movement that involves flipping location) • Index cards demonstrate slide, flip and turn.
a figure across an imaginary line. To flip
a shape is to reflect it over a line b. Next tell students to place the
card down and turn it over.
Ask: What has changed? (Now
I can see the reverse or other
side)
a b

SCOPE OF WORK
STRAND: GEOMETRY
GRADE: 3

4. Explore slides, flips, and • Turn: A move that involves rotating c. Have students place the card with the
turns. a figure turn long side running from top to bottom in
the middle of the desk and move it so
that the long side is going from side to
side on the desk.
a b b
d. Ask: what has changed? Explain. It is
pointing in a different direction).
Check students work

SCOPE OF WORK
STRAND: STATISTICS AND PROBABILITY
GRADE: 3
Sub-Goal 6: Collect, organize; and analyze data using statistical methods: predict results; and interpret uncertainty using concepts of probability
Essential Questions
1. What kinds of questions can be answered using different data displays?
2. What are the parts of a graph?
3. What predictions can you make based on data given?
4. What is the benefit of charts, tables, and graphs in our daily lives?
5. How is probability used to predict outcomes in problem-solving?

SCOPE OF WORK
GRADE: 3

1. Collect, record and • Data: Information collected about • Have students conduct a survey of • Harcourt Math Bk. 3 • Discuss how horizontal and vertical bar
interpret data on horizontal people or things. about 30 people finding out their Teacher’s Edition graphs alike and different?
and vertical bar graphs favorite color, sports or TV channel. pgs. 238-255
• Tally Table: A chart used to • Complete Survey 2.2.1 (Top Ten Pets)
summarize the number of time items a. Allow students to collect this data • Behumane The Bahamas in Behumane The Bahamas Humane
occur in a set of data. using a tally sheet. Humane Society Resource Society.
Manual
• Frequency Table: A table that uses b. Using their tally sheets, have
numbers to record data. students create a frequency table.
• Bar graph: A kind of graph that uses • Have students create a bar graph of the
rectangular bars to show information. birthdays of their classmates. Also,
The bar can be vertical or horizontal. have them write questions pertaining to
the graph that the other students or
• Horizontal bar graph: A graph with teachers in the school can answer.
bars going across from left to right.
• Vertical bar graph: A graph with bars

going up from the bottom.
• Scale: The numbers on a bar graph that

helps you read the number each bar
shows.

SCOPE OF WORK
GRADE: 3

2. Draw graphs to include title, • A graph is a way of organizing and • Have students work in groups of • Harcourt Math Bk. 3 • Discussion
label and a key where needed. displaying data. four to make their graphs from a Teacher Edition pgs. 256 & 257 What are the important parts of a
survey they have conducted. graph?
• All graphs include a title and labels
• Remind students to include title, • Write/Explain how a bar graphs
• Some graphs have a key. labels, and a key where needed. and a pictographs are alike and
how they are different.
• There are different types of graphs. • Give groups of students a bag of
Pictorial graphs uses pictures to M & Ms or Skittles. Tell them to
stand for numbers and it must always count the number of each color.
have a key to tell you how much Have them enter the numbers on
each picture represents. a graph. Remind them to include
the title and labels.
• A bar graph uses bars that are
usually horizontal or vertical. The
bars are used to show numbers.
• The bars in bar graphs do not touch.

If bars touch, it is a histograph.
3. Solve questions related to data • Range: The difference between the • In groups, students list their ages • homeschool.com • Find the range and mode of
representation, including highest and lowest values in the set. and find the range and mode of given data.
finding the range and mode. Example: { 35, 40, 80, 107, 225} the ages. • edhelper.com
Range 225- 35 = 190 • Find the range and mode of data
from graphs. • Harcourt Math Bk. 3 pg. 258
• Mode: The most frequent number
found in a collection of data

SCOPE OF WORK
GRADE: 3

4. Analyze graphs, draw • To analyze data you can look at • Students create graph on their • www.harcourtschool.com • Analyze, draw conclusions, and
conclusions, and make the mean, mode, range to make favorite subjects. They analyze, make make predictions based on
predictions. conclusions. predictions, and draw conclusions • helpingwithmath.com information displayed on a graph.
from the data.
• Conclusion is the result or Example • Harcourt Math Bk. 3 pgs.
outcome of a development. a. Why do you think more students 280 & 281
like Social Studies than Science?
b. What is the range of the two most
favoured subjects?
5. Apply the terms possible, • Event: Something that happens • Label a two column chart “Possible” • Harcourt Math Bk. 3 • Discussion
impossible, always, and “Impossible”. Teacher’s Edition pgs. 270 & If you use a spinner with three equal
sometimes, never, and no • Certain: Describes an event that 271 parts that are orange, red and
to everyday situations will always happen. a. Students describe events that yellow, what is a possible (certain)
happen everyday which are event? An impossible event.
• Possible: Something that has a placed in the “Possible” column
chance of happening. • Write:
b. Then ask students to tell things Describe two events that are certain
• Impossible: Describes an event that could never happen to them. to happen in the classroom and two
that will never happen For example “arriving at school events that are impossible.
in a space ships.”

Problems of the Day
Primary School Mathematics
Grade 3

PROBLEM OF THE DAY: GRADE 3
Instructions: The following can be read aloud or written and discussed with students.
Alternatives
1. What two numbers sum is 15 and whose difference is 3? Sum is 11 and difference 3
Answer: 4 and 7
Answer: 6 and 9
Sum is 13 and difference 3
Answer: 5 and 8
2. Andrew bought half- dozen eggs. On the way home he dropped them, and four eggs broke. So Andrew went back to the store and
bought another half dozen eggs. How many eggs does he have now?
Answer: 8
3. How many different ways can you write a number sentence with a sum of 13 using two numbers from 1 through 9? Alternative sums; 15 ,12, 9
Sum 15: 9+6; 8+7;
Answer: 9 + 4 ; 8 + 5 ; 7 + 6 Sum 12: 9+3; 8+4; 7+5; 6+6
Sum 9: 8+1; 7+2; 6+3; 5+4
4. David, William and Dexter all attend Carmichael Primary School. David lives 2 miles from the school. William lives 3 more miles
away from the school than David. Dexter lives 4 miles from the school. How many more miles does William live from the school than
Dexter?
Answer: 1 mile
5. Jeffrey has 3 bags of marbles with 100 marbles in each bag. He also has 9 single marbles. How many marbles does he have in all?
Answer: 309 marbles
6. Stickers come in squares of 100, in strips of 10, and singly. How many stickers would you have if you had 2 squares, 12 strips, and
3 single stickers?
Answer: 323 stickers

7. Computer paper comes in packages of 100 sheets and in boxes of 10. (Vice Principals name) has 2 boxes and 14 packages of computer Change supplies to pencils, stickers,
paper in (his/her) office. How many sheets of computer paper does (he/she) have? sharpeners etc and quantity amount.
Answer: 3 400 sheets
8. The Taylors lived in Hope Town Abaco, with a population of 109 099. They now live in Murphy Town Abaco with 1 000 more people. Change settlements to match various
What is the population of the town in which they now live? islands.
Answer: 110 099
9. Henry bought a book and gave the cashier 2 one-dollar bill, 1 quarter, and dimes. The cashier asked Henry for 1 more dime. How much Alternate money amounts and currency
did the book cost? [Bahamian and American]
Answer: $2.55
10. Paris buys a pencil that cost $1.59. She pays with a five-dollar bill. How much change will Paris receive? Change to other school supplies and
vary the cost.
Answer: $3.41
11. Phillip has 1,034 stickers. Cedric has 1 304. Who has more stickers? How do you know? Alternate product and amount.
Answer: Cedric , 1 304 is greater than 1 034
12. Which is greater? 3 256 rounded to the nearest hundred or 3 256 round to the nearest ten? How can you tell?
Answer: 3 256 rounded to the nearest hundred, accept all reasonable answers.
13. Dwight is 8 years old. His grandmother was visiting when he was born. Since then his grandmother has visited every other year.
How many times has Dwight’s grandmother visited?
Answer: 5
14. In August crawfish tails were sold for $7.00 a pound. Mrs. Kemp bought crawfish to cook for Sunday Dinner. She paid $28.00.
How many pounds of crawfish did she purchase?
Answer: 4
15. The table below shows the number of books read by third and fourth grade students of Garvin Tynes Primary School.
a) In which month were the fewest books read?

b) In which month, were the greatest number of books read?
c) Which grade read the most books?
Books Read in School Read-A

Thon
Month Grade 3 Grade 4
January 120 145
February 146 123
March 112 112
Answers: a) March b) February c) Grade 4
16. Ashley and Kendra each had pizza for dinner. Ashley’s pizza was cut into 6 equal slices and Kendra’s pizza was cut into 12 equal
slices. Ashley ate 5 slices and Kendra ate 5 slices of her pizza. Who ate more of their pizza?
Answer: Ashley
17. Samantha has two more pencils than DeAngelo. What happens when she gives him one of her pencils?
Answer: They will both have the same amount of pencils.
18. Ricardo’s mother baked coconut tarts for dessert. She told him that he and his friends could have some for an afternoon snack, as Change dessert and amount of friends.
long as they ate only half of what she baked. If Ricardo has five friends, how many coconut tarts must there be in all for each to
have 1?
Answer: 12
19. Raymond is working to earn money to buy an Xbox. His uncle wants to help him. He told him that if he earns 1/5 of the cost, he Change purchase item, cost and
will pay the rest. Raymond earned $20. How much money does his uncle need to give him? How much does the Xbox cost? fraction to be earned.
Answer: $80.00, the Xbox cost $100.00

20. Aunt Cybil sells sweet treats on the weekends. Sami has $3.00 to spend. Use the table below to answer the questions.
Aunt Cybil’s Sweet Treats
cake cost
Bennie cake $1.15
Coconut cake $1.45
Almond cake $1. 27
a) Can he buy two coconut cakes?

b) How much does an almond cake and a bennie cake cost? Would Sami get any change? If yes, How much?
Answer: a) yes b) $2.42, yes, $ 0.58
21. At the Andros crab Fest 362 crabs were used to prepare crab dishes. 124 crabs were used for crab and rice. 116 crabs were used for Change event change food item.
crab and dough, and the rest was used for crab soup. How many crabs were used to make crab soup? Example: coconut at the Coconut
Festival In Andros
Answer: 122 Pineapples at Pineapple Fest
22. James thought that he could trick his brother and get a bigger piece of carrot cake. He asked, “do you want 1/3, 2/6 , or 4/12 of the
carrot cake?” his brother said, “since you are being so nice, you keep 4/12 and I’ll take what is left over. Is James happy? Explain
your answer?
Answer: no explanations will vary.
23. Janice cut a loaf of banana bread into 8 slices. She gave three of her friends a slice. She wrapped two slices for her grandparents. She
ate a slice. Write a fraction and an equivalent fraction to show how many slices of bread Janice has left.
Answer: 2/8 and ¼

24. For the Exuma Regatta, Bahamas Air and Ski Bahamas made several flights. Use the graph to answer the questions.
a) How many passengers did Bahamas Air carry on Saturday?

b) Which aircraft carried more passengers? How many more passengers did they carry?
c) Which day did they carry the least amount of people? How many passengers did they carry on that day?
Answers: a) 190 b) Bahamas Air 5 c) Friday 150
25. There are 30 minutes in half hour. How many groups of 5 minutes are in a half hour?
Answer: 6
26. Jade has 12 green grapes and 6 red grapes. She wants to share all of the grapes equally among herself and her two friends. How
many grapes of each color will they get?
Answer: 2 red grapes, 4 green grapes.
27. In a pictograph to show people’s favorite day of the week, the symbol ☺ stands for 6 people. How many ☺ would be in the
pictograph to show that 24 people picked Friday as their favorite day?
Answer: 4
28. Try filling in the missing numbers in the magic square below. Use numbers 1 through 9. Make all rows, columns, and diagonals
add up to 15.
8
5
2
Answer:
8 1 6
3 5 7
4 9 2
29. James has 56 tomatoes divided equally among 7 crates. Joseph has 54 tomatoes divided equally among 6 crates. Who has more tomatoes in
each crate? How can you tell?
Answer: Joseph
30. Andrewnique’s birthday is 6 days after Valentine’s Day. What is the date of Andrewnique’s birthday? What information do you need to find
the answer?
Answer: February 20th you need to know which day is Valentine’s Day

31. The table blow shows the amount of miles traveled by various Mail Boats.
Read the chart then answer the questions that follow.
Mail Boat January February March

Captain Moxey 647 445 499
Lady Mathilda 467 623 649
Emmitt and Cephas 632 752 478
a) Which boat traveled the least amount of miles?______

b) Write the names of the mail boats in order from greatest to least to show the amount of miles they traveled._______ ________
________
c) How many more miles did the Lady Mathilda travel than the Captain Moxey?________
Answer: a) Captain Moxey b) Emmitt and Cephas Lady Mathilda Captain Moxey c) 148 mile
32. In the 2009 Carifta Games, The Bahamas won 8 bronze medals. The won 5 less gold medals than bronze. They won 9 more silver medals than
bronze. How many medals did The Bahamas won in all?
Answer: 28 medals
33. There are 36 passengers on Pineapple Air. There are 77 passengers on Cat Island Air. Bahamas air has the sum of the first and second
airplanes. How many passengers are on Bahamas Air?
Answer: 113
34. Sir Milo Butler was born in 1906. Sir Lynden Pindling was born 24 years later. When was Sir Lynden born?
Answer: 1930
35. Chris Brown ran 54 miles on Monday, 46 miles on Tuesday, and 30 miles on Wednesday. Avard Muncur ran 149 miles the week before.
Who ran the greater distance?
Answer: Avard Moncur

36. Marcus had a doctor’s appointment at 2:15. He was one hour late. What time did he arrive at the doctor’s office? Give your answer in Change times and place or
two ways. events.
Answer: 3:15 or 15 minutes past 3
37. Mrs. Forbes asked her first grader to tell her the time. The student said” the big hand is on the 2 and the little hand is on the 4.” What
time is it?
Answer: 4:10
38. It took Arianna Vanderpool-Wallace 22 minutes to swim 1 500 metres. If she finished the 1500 metres at 2:00pm, what time did she
begin?
Answer: 1:38 p.m.
39. There are 4 boxes of yogurt in a case. Each box contains 2 cups. A case contains 6 boxes. How many cups of yogurt are there in a case?
Answer: 48 cups
40. A birthday cake was cut into 8 equal slices. Rhonda ate 2 slices and her sister ate 3 slices. What fraction of the pizza was not eaten?
Answer: 3/8
41. There are 827 people at the concert. A reporter wants to round that number to the nearest hundred. What number should the reporter use?
42. How many numbers between 500 and 1000 have both 7 ones and 5 tens?

43. Lonice placed 3 hundred flats, 7 tens rods, and 8 ones units on the table. Jason added another hundreds flat. Deborah took away 2 tens rods. What number is Lonice
modeling now?
44. Write the missing number in this pattern. 100, 300, 500, ___, 900
45. Write the missing digits.
46. Andy has only nickels and dimes. He has 9 coins. He has 75?. How many of each coin does he have?
47. What number pattern is shown here?
726, 626, 526
Answer: Decreasing by 100
48. Predict which part the spinner would land on the most. Explain your reasoning.

49. Compare the fractions. Write < , =, or >.
50. A movie runs for 180 minutes. How many hours is that?
51. The sides of a triangle measure 3 cm, 4 cm, and 5 cm. Find the perimeter.
Answer: 12 cm
52. How many cubes does it take to make these steps? Each step is 2 cubes wide.
53. Complete: 3 x 2 is to 2 x 3 as 4 x 5 is to ___.
54. Which solid figure has more edges?
55. How can you show 93¢ using the fewest coins possible?

56. Which numbers between 400 and 800 have both an 8 in the tens place and a 3 in the ones place?
57. What are the next two numbers? 5, 8, 6, 9, 7, 10, 8, . . .
58. Ralphry gives 17 dillies to Amber and 4 of her friends. How many dillies does each person get and how many are left over?
59. Sam is going to use the letters in his name as a password. How many different passwords can he make using each letter only once?
a. 1 b. 3 c. 6 d. 9
60. Mrs. Brown asks James, Timothy, and Samuel to line up. How many different ways can they line up?
a. 6 b. 4 c. 3 d. 2
Answer: 3
61. All the letters in the alphabet are placed in a bag. How likely is it that you will pull out a vowel?
Answer: a. 5/26 b. 21/26 c. 7/20 d. 5/7
62. There are twenty Spelling words on a test. Eight of the words begin with the letter S, four begin with the letter T, and the rest of the words begin with the letter M. Based on
this information, which sentence is true?
a. The first word on the Spelling test is more likely to start with a T than an S.
b. The first word on the Spelling test is equally likely to start with an M than an S.
c. The first word on the Spelling test is less likely to start with an S than an M.
d. The first word on the Spelling test is less likely to start with an M than a T.
63. Ruth has twice as many coins as Dorothy. When Ruth gives Dorothy 2 coins, they each have the same number. How many coins do they each have?

64. Bill is twice as old as Curtis. The sum of their ages three years ago was 45 years. How old are they now?
Answer: Bill = 34; Curtis = 17
65. Mary looked out of her window in Inagua and saw a group of pigeons and donkeys passing by. She counted all the legs of the pigeons and donkeys and found that the total
number of legs add up to 66. How many of each kind of animals (pigeons and donkeys) passed by her window if the total number of animals is 24?
Answer: 15 pigeons and 9 donkeys
66. An Island has no currency; it instead has the following exchange rate:
50 bananas = 20 coconuts
30 coconuts = 12 fish
100 fish = 1 bed.
How many bananas equal 1 hammock?
Answer: 1 bed = 625 bananas
67. The squares below increase in size from left to right. If the pattern continues, how long will each side of the next square be?
a. 8 b. 9 c. 10 d. 11
68. How many times are nine ones used in writing all the numbers between 1 and 100?

69. What figure comes next in the following sequence?
70. Mary has the following in her cash box: pennies, nickels, dimes, and quarters. If she has to return 25? change to a customer, how many different ways can she make
change?
71. There are four dozen pamphlets on fire safety being delivered to a third-grade classroom of thirty-six students. Will there be enough for each person? How many pamphlets
will be left over?
72. Every day last week Robert got a nickel from his mom and also found a penny. How much money was that?
Answer: 36¢
73. Harris read 53 pages in a storybook. She skipped 14 pages of pictures. How many more pages does Nan have left to read?
74. Sean is twice as old as his brother. In 5 years, Sean will be 11. How old is his brother now?
75. Use each of these digits only once to find the addends: 0, 6, 7, 8, 9.
76. Delores and Troy are playing an arcade game. Delores scores 25 points in each of her 3 turns. Troy scores 40, 30, and 10 points. Who has the higher score?

77. Who am I?
I am 17 more than 397.
I am 3 hundred more than 776.
I am twice as large as 209.
I am the greatest 3-digit number.
78. In Mr. Stewart's garden there are 5 heads of lettuce in each row. If Mr. Stewart planted 3 rows of lettuce, how many heads of lettuce will he be able to harvest?
79. How many whole numbers between 1 and 200 have the digit 7 in them?
80. Carlos has a blue shirt and a green shirt. He has white pants and brown pants. How many combinations of shirts and pants can he choose?
81. Dan lives 1 mile from Marathon Mall. Henry lives 8 more miles away from the mall than Dan. Phyllis lives 6 miles from the mall. How many more miles does Henry live
from the mall than Phyllis?
82. Janice is in a basketball league. There are 5 teams in the league. If each team has 6 players, how many players are there in the league?
Answer: 30
83. Some months have 30 days and some have 31. How many months have at least 28 days?
84. The first jitney of the group has 28 people in it. The second jitney has twice that many. The third bus has the sum of people from the first and second jitneys. How many
people are in these three buses?

85. I am thinking of two numbers whose sum is 14 and whose difference is 6. What are they?
86. In a ring toss game the points that can be scored are 4, 2, 3, and 9. How can Foster get a score of 15 with 3 tosses?
87. Glenda is thinking of a 3-digit number. The ones digit of the number is 4. The hundreds digit of the number is two times the ones digit. The tens digit is 2 less than the
hundreds digit. What is Glenda's number?
Answer: 864
88. Fill in the missing numbers in the magic square. Each number from 1 to 9 will appear once. When the magic square is complete, the sum of the three numbers in any row,
column, or diagonal will be 15.
89. Put the numbers in order from least to greatest:
90. Look at the pattern below. What comes next?
91. Tom and Eric have $7 between them. Tom has $3.70. Which one has more money?

92. Kenny is trying to save money. The first week he puts 25? into his piggy bank. The next week he puts 30? in the bank. If he keeps adding 5? to the amount he puts in his
bank each week, how much money will he have after 8 weeks of saving?
93. A box can hold 6 books. There are 7 boxes of books, but one box has only 3 books in it. If all the other boxes are full, how many books are there in total?
Answer: 39 books
94. A 3-digit number has the sum of 17. The second digit is 4. If none of the digits are the same, what is the greatest number that fits this description?
95. Emily makes jewelry. She earns 50? for each piece of jewelry she sells. If Emily earned $18.00 last week, how many pieces of jewelry did she sell?
96. Use these digits to complete each sentence below. Use each digit only once in a given number.
The smallest 3-digit number is ____.

The largest 3-digit number is ____.
The 3-digit number nearest 600 is ____.

97.
98. I have 2 digits. My tens digit is half my ones digit. I am an even number. The sum of my digits is 12. What number am I?
Answer: 48
99. Use the illustration below to find the number that comes next.
100. Lynn has 57 oatmeal cookies. She divides them equally into 3 cookie jars. Will there be more than or fewer than 20 cookies in each cookie jar?

101. The 6 girls are going to sleep in sleeping bags in the basement. The basement floor is tiled and it measures 10 tiles by 8 tiles. Each sleeping bag covers 6 tiles by 2 tiles.
Will all the sleeping bags fit? How many tiles will not be covered?
102. Every 12 minutes two airplanes take off from the Lynden Pindling Airport. How many planes take off in 3 hours?

HUMANITIES SECTION
PRIMARY LANGUAGE ARTS

SCOPE AND SEQUENCE
September 2010
TABLE OF CONTENTS
How to Use the Document 2-3

Rationale 4
Overarching Goal and Sub-goals 5
Sub-goal 1
Standards 6-7
General Objectives 8
Scope & Sequence – Listening 9-11
Scope & Sequence – Speaking 12-14
Scope & Sequence – Presenting 15-16
Scope & Sequence – Viewing 17
Sub-goal 2
Standards 18-19
Scope & Sequence – Phonemic Awareness 21-22
Scope & Sequence – Phonics 23
Scope & Sequence – Vocabulary 24
Scope & Sequence – Fluency 25
Scope & Sequence – Comprehension 26-27
Scope & Sequence – Literature 28
Sub-goal 3
Standards 29-30
Scope & Sequence – Writing 32-34
Scope & Sequence – Spelling 35-36
Scope & Sequence – Grammar 37-40
Scope & Sequence – Handwriting/Presentation 41-42
Sample Writing Scoring Guide 43
1
HOW TO USE THE DOCUMENT
Teachers should take the time to familiarize themselves with the Scope & Sequence. The Scope
& Sequence spans the objectives from pre-school to Grade 7. The following key has been provided so
that teachers will know the levels at which their students are expected to be performing: B- Beginning,
D- Developing, P- Proficient, R-Reinforcing and IT – Incidental Teaching.
The new Primary Language Arts Curriculum has been structured using three sub-goals. Below are
a few ideas on how teachers can work through them.
Sub-goal 1 deals with what was traditionally known as Listening & Speaking but also has the added
components of Viewing and Presenting. In many instances these objectives can be integrated into
some of the other sub-goals or as teachers work with the content related subjects. Individual lessons
need not be planned for each objective. For example Listening objective 1.13, Presenting objective 1.57
and Comprehension objective 2.46 in Sub-goal 2, can be combined within a lesson as they are all
related to the skill of sequencing and would provide for the teaching of the skill in various contexts.
Teaching this way would allow students who are not able to read well, an opportunity to at least
understand the skill. As students interact with informational texts, videos and DVDs, the Viewing
objectives can be taught.
Sub-goal 2 incorporates the various components of reading: phonemic awareness, phonics,

vocabulary, fluency and comprehension in addition to some of the basic literary skills. The
components and literary skills should be integrated into reading lessons and taught in the context of
literature. Everyday reading materials should be used. For example, if you are teaching the skill of
making predictions, then the weather report from the newspaper could be incorporated into the lesson.
The Literacy Resource Handbook that was recently published in conjunction with OAS, The College of
Department of Education, Primary Language Arts

September 2010
2
The Bahamas and The Ministry of Education and The Literacy Enhancement series should be useful
aids in the teaching of this sub-goal.
Sub-goal 3 focuses on the teaching of Writing. Grammar, Spelling and Handwriting are tools to be
used to improve students’ writing and are not to be taught as ends in themselves. Practice exercises
should be provided to reinforce skills taught in Grammar, Spelling and Handwriting; however, the
application of these skills should be emphasized in students’ writing and where applicable, in their
speech as well. When scoring students’ writing, pieces should only be scored for what has been taught
in the four areas. Develop a checklist. Each week the number of items on the checklist should increase
as new skills that have been taught are added. The old items on the checklist should be continually
reinforced. By the end of the school year, a sizeable checklist should have been generated. Students
should be aware of what is contained in the checklist and should be encouraged to use it to assess their
own writing before it is even submitted to the teacher. Students’ writing should be marked for content,
mechanics (Grammar and Spelling) and handwriting/presentation. The books Grammar & Writing,
Write Source, 6 + 1 Traits of Writing and also Developing Skills in Composition should be helpful
resources to use.

September 2010
3
RATIONALE
Because we desire a Bahamas that is capable of competing in an advancing global

society, we need Language Arts curricula that will aid cultural transmission while helping to
develop responsible, purpose driven, innovative and productive citizens with a passion and
appreciation for continual self-development and life-long learning. Additionally, we want to
develop independent learners who communicate effectively while exhibiting a sense of
respect for the feelings, ideas and beliefs of others.

September 2010
4
OVERARCHING GOAL
Students will be able to comprehend and use language as they logically process written, spoken
and viewed information while skillfully conveying their thoughts and beliefs in various forms.
SUB-GOALS
1. Engage effectively in listening and speaking situations for different purposes and audiences, and
communicate using a variety of media
2. Interpret developmentally appropriate printed and audio-visual materials (including literary and
informational resources) by using various comprehension strategies and literary skills.
3. Demonstrate competence in writing and speaking, while skillfully applying grammatical and
mechanical conventions

September 2010
5
STANDARDS
Sub-Goal 1: Engage effectively in listening and speaking situations for different purposes and audiences, and
communicate using a variety of media.
Preschool Students will be able to communicate thoughts, feelings and personal experiences and use a variety of
media to relate information
Grade 1 Students will be able to listen to and view a variety of presentations and demonstrations for enjoyment and
information, while successfully exchanging experiences, ideas and opinions during oral communication.
Grade 2 Students will be able to view stimuli and listen attentively in order to recall, explain and use basic information
to arrive at conclusions.
Grade 3 Students will be able to view stimuli and listen attentively in order to apply the skills necessary for effective
oral communication and presentation for a range of audiences.
Grade 4 Students will be able to view and listen to various stimuli and orally present information effectively, using
various forms of written and spoken language.

September 2010
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Grade 5 Students will be able to view and listen to an assortment of stimuli in order to analyze materials and orally
present information effectively, using various forms of written and spoken language.
Grade 6 Students will be able to view stimuli and listen attentively in order to analyze and synthesize information
necessary for effective communication.
Grade 7 Students will be able to listen to and view various forms of media to critically interpret and evaluate
information in order to construct original forms of writing.

September 2010
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General Objectives
Sub-Goal 1: Engage effectively in listening and speaking situations for different purposes and
audiences, and communicate using a variety of media.
Students will be able to:
1. listen for enjoyment and to critically interpret, analyze and synthesize various forms of literature
and media.
2. speak fluently using proper verbal and non-verbal expressions and use Standard English and
Bahamian Dialect appropriately.
3. view numerous forms of oral and media presentations for information and enjoyment and respond
critically.
4. create and execute effective presentations designed to inform, entertain and persuade different
audiences.

September 2010
8
SCOPE AND SEQUENCE

Overarching Goal: To comprehend and utilize language as they logically process written, spoken and viewed
information while creatively conveying their thoughts and beliefs in various forms.
Sub-Goal 1: Engage effectively in listening and speaking situations for different purposes and audiences, and
communicate using a variety of media.
General Objective: To listen for enjoyment and to critically interpret, analyze and synthesize various forms of literature
Objectives Grade Grade Grade Grade Grade Grade Grade
Preschool
LISTENING: 1 2 3 4 5 6 7
Display the characteristics of a good
1.1
listener. B D D D P R R R
Classify familiar sounds in the
1.2 environment based on type or
B D P R IT IT IT IT
association (e.g. nature sounds).
Determine the direction and distance of
1.3 sounds especially when personal safety
B D P R R R R R
is involved.
Distinguish between various degrees of
1.4 sounds (loud and soft, high and low, long
B D P R IT IT IT IT
and short, & fast and slow).
1.5 Perform simple oral instructions. B D P R IT IT IT IT
1.6 Perform multi-step instructions. B B D D P R R IT
Key: B = Beginning D = Developing P = Proficient R = Reinforcing IT = Incidental Teaching

September 2010
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Preschool
LISTENING: 1 2 3 4 5 6 7
Distinguish between beginning, middle, and final
1.7
consonants. B/D D P/R IT IT IT IT
1.8 Identify short and long vowel sounds in words heard.
B/D D P/R R IT IT IT
1.9 Identify blends and digraphs in words heard.
B/D D P R R R IT
1.10 Identify prefixes and suffixes in words heard.
B D P R R R
1.11 Identify words that rhyme.
B D D P R IT IT IT
1.12 Listen to identify the main idea and supporting details.
B B D D D D P R
1.13 Listen to identify the sequence of events.
B D D P R R R R
1.14 Listen to compare and contrast information heard.
B B/D D D D P R
1.15 Listen to identify cause and effect relationships.
B B/D D D D P R
1.16 Draw conclusions based on what they have heard.
B B/D D D D P R

September 2010
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Preschool
LISTENING: 1 2 3 4 5 6 7
1.17 Listen for descriptive details. B B D D P R R R
Identify vocal characteristics (intonations & expressions)
1.18
and gestures to influence the meaning of oral language. B B D D P R R
1.19 Write dictated sentences or passages.
B D D P R R R
Listen to identify persuasive techniques of tone and
1.20
mood during a presentation B D D D D

September 2010
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General Objective: To speak fluently, using proper verbal and non-verbal expressions and use Standard English and
Bahamian dialect appropriately.

Preschool
SPEAKING: 1 2 3 4 5 6 7
1.21 Communicate personal needs clearly B D P R IT IT IT IT
Communicate clearly personal information
1.22
(full name, address, date of birth etc.) B B D P R IT IT IT
1.23 Give simple oral instructions.
B D D P R IT IT IT
1.24 Give multi-step oral instructions.
B D D P R R R
Provide accurate oral directions to specific
1.25
locations. B D D P R R R
Use color, shape, size and position words
1.26
in sentences. B D D P R R R R
1.27 Use correct verb forms in oral sentences. B D D P R R R
1.28 Use personal pronouns in oral sentences. B B D P R R R R
1.29 Use Standard English in oral sentences. B B D D P R R R
1.30 Use Bahamian Dialect effectively.

B D D D P R R
Engage in conversations on a variety of
1.31
topics. B B D D P R R R
1.32 Remain on topic when speaking. B B D D P R R R
1.33 Respond to questions in complete
sentences. B B D/P R IT IT IT IT

September 2010
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Preschool
SPEAKING: 1 2 3 4 5 6 7
1.34 Ask relevant questions to clarify information.

B B B/D D D P R R
Express opinions based on given topics and information
1.35
heard. B B/D D D P R R R
Provide examples and facts to explain and support their
1.36
ideas. B B/D D D P R
Respond appropriately when speaking with adults (yes
1.37
ma’am, no sir etc.). B D P R IT IT IT IT
1.38 Respond to telephone calls in the appropriate manner.
B B/D D P R R R R
Paraphrase a simple spoken message and deliver it
1.39
accurately. B D P R R R R
1.40 Retell a story in own words. B B/D D D P R R R
Recount experiences, community and world news in a
1.41
logical sequence. B B/D D D P R R R
Read aloud (stories, letters, composition and plays) with
1.42
the appropriate expressions. B D P R R R R
1.43 Use transition words in speech to make ideas flow.
B D D P R R R
Use vivid descriptive words when providing oral
1.44
descriptions. B D D P R R R

September 2010
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Preschool
SPEAKING: 1 2 3 4 5 6 7
Interpret and express sensory impressions (thoughts
1.45
and feelings) gained while listening. B D D D P R R R
Speak clearly, audibly and use appropriate volume and
1.46
pace in different settings. B B D D D P R R
Use speech that is free from articulation errors (proper
1.47
intonation, stress, rhythm, rate, and volume). B D P R R R

September 2010
14
General Objective: To create and execute effective presentations designed to inform, entertain and persuade different
audiences.

Preschool
PRESENTING: 1 2 3 4 5 6 7
Communicate clearly using a variety of
1.48 B D D P R R R R
verbal and non-verbal skills.
1.49 Use pictures or objects to tell a story. B D D P R R R R
Introduce others giving relevant
1.50 B D P R R R R
information.
use vocal characteristics, eye-contact, and
gestures when engaged in dramatic
activities, making presentations, and
participating in choral speaking.
Use appropriate greetings, conversational
1.52 B B/D D P R R R R
openings and closings.
Use various synonyms to enhance
1.53 B D D P R R
presentations.
Use words and phrases that convey strong
1.54 B B/D D D P R R
feelings or images.
Use Standard English and Bahamian
1.55 Dialect appropriately according to the B D D P R R R
purpose of the speech and audience.
Organize and report the details of an event
1.56 B B B D D P R R
in sequential order.
1.57 Deliver oral summaries of articles and
books. B B/D D D D P R

September 2010
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Preschool
PRESENTING: 1 2 3 4 5 6 7
Deliver orally, self-designed expository
1.58 B B/D D D D D D
presentations (book reports, research etc.).
Use persuasive techniques when
1.59 B B/D D D
presenting.
Evaluate a presentation given by a
1.60 B B/D D D P R
classmate
Distinguish between fiction and non- fiction
and fact and opinion.
Distinguish between emotional and logical
1.62 B B/D D D D
arguments
1.63 Deliver impromptu speeches B D D D D
1.64 Explain statistical and graphical information B B/D D D P R R R
Use Standard English and Bahamian
1.65 Dialect appropriately according to the B D D P R R R
purpose of the speech and audience.

September 2010
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General Objective: To view numerous forms of oral and media presentations for information and enjoyment and to
respond critically.

Preschool
VIEWING: 1 2 3 4 5 6 7
1.65 Use visual clues to extract information. B B/D D P R R R R
Create visual materials to enhance oral
presentations
Interpret information from maps, charts,
1.67 B B/D D D P R R R
diagrams, graphs, and other media forms
Evaluate the way visual images (e.g.
1.68 illustrations, and graphics) support B B/D D D P R
meaning.
Compare and contrast print and electronic
1.69 B D D D
media
Interpret and express sensory impressions
1.70 (thoughts and feelings) gained while B D D D P R R R
viewing.
Critique persuasive techniques used in the
1.71 B B/D D D
media

September 2010
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STANDARDS
Sub-Goal 2: Interpret developmentally appropriate printed and audio-visual materials (including literary and
Preschool Students will be able to listen to, understand and respond to a variety of written materials such as stories,
poems and informational materials.
Grade 1 Students will be able to read and comprehend grade level appropriate text through the application of phonics
and vocabulary skills.
Grade 2 Students will be able to utilize various strategies to assist them with interpreting more narrative text, while
responding to them in varying ways.
Grade 3 Students will be able to apply a range of skills and strategies to help them understand and respond to
narrative and informational text.
Grade 4 Students will be able to construct meaning, as they comprehend, and respond to various text.
Grade 5 Students will be able to interpret, analyze and respond to print and non-print materials for a variety of
purposes.

September 2010
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Grade 6 Students will be able to gather, synthesize and evaluate information they read in a variety of text and media
across the curriculum.
Grade 7 Students will be able to extract, analyze, synthesize and evaluate various media forms by using strategic
comprehension skills and literary skills.

September 2010
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General Objectives
Sub-Goal 2: Interpret developmentally appropriate printed and audio-visual materials (including literary
and informational resources) by using various comprehension strategies and literary skills.
1. identify and manipulate the sounds of speech through oral blending and segmenting.
2. read grade level text orally with accuracy, appropriate rate and expression.
3. acquire grade appropriate vocabulary through multiple strategies and use them in relevant context.
4. employ a variety of strategies to comprehend text and audio-visual materials.
5. analyze and respond to text revealing their feelings and thoughts.

September 2010
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SCOPE AND SEQUENCE
Sub-Goal 2: Interpret developmentally appropriate printed and audio-visual materials (including literary and
General Objective: To identify and manipulate the sounds of speech through oral blending and segmenting.
Preschool
PHONEMIC AWARENESS: 1 2 3 4 5 6 7
Understand that spoken words are
2.1 composed of sounds which are B/D P R IT IT IT IT IT
represented by alphabetic letters.
Segment words into initial, medial, and
2.2 B D P/R IT IT IT IT
final sounds.
Produce rhyming words (onsets and
2.3 B D P R IT IT IT IT
rimes).
Name all uppercase and lowercase letter
2.4 B D/P R IT IT IT IT IT
forms.
2.5 Identify name and environmental print. B/D P R IT IT IT IT IT
2.6 Distinguish letters from words. B D/P R/IT IT IT IT IT IT
2.7 Identify letters, words and sentences. B D P/R IT IT IT IT IT
2.8 State letter/sound relationships. B D P/R IT IT IT IT IT

September 2010
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Preschool
PHONEMIC AWARENESS: 1 2 3 4 5 6 7
Identify initial, medial and final sounds of
2.9 D P R IT IT IT IT
spoken words.
Blend sounds (phonemes) to make
2.10 D D P/R IT IT IT IT
words or syllables.
2.11 Match oral words to printed words. B D P/R IT IT IT IT IT
Track print: left to right on line, top to
2.12 B/D P R IT IT IT IT IT
bottom on page, front to back of book.
2.13 Identify the parts of a book. B D P R R IT IT IT

September 2010
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General Objective: To identify and manipulate the sounds of speech through oral blending and segmenting.
Objectives Preschool Grade Grade Grade Grade Grade Grade Grade
PHONICS: 1 2 3 4 5 6 7
2.14 Apply the alphabetic principle B B/D P R IT IT IT IT
(letter /sound correspondence).
2.15 Match short and long vowel sounds to B/D P R R IT IT IT
appropriate letters.
2.16 Identify common word patterns e.g. B/D P R R IT IT IT
CVC (consonant-vowel-consonant).
2.17 Blend consonant- vowel sounds to B/D P R IT IT IT IT
make syllables or words.
2.18 Identify initial, medial and final blends. B D P R IT IT IT
2.19 Associate the correct sounds with initial B D P R IT IT IT

blends e.g. r blends, l blends, etc.
2.20 Identify digraphs in initial, medial and B D D P R R IT
final positions.
2.21 Pronounce diphthongs in initial, medial B D P R R IT
and final positions.
2.22 Identify contractions, abbreviations and B D P R R R R
compound words.
2.23 Add inflectional endings (with or B D P R R R R
without spelling changes).
2.24 Identify the base word, prefix, ending or B D P R R R
suffix in words.

September 2010
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General Objective: To acquire grade appropriate vocabulary through multiple strategies and use them in context.
Preschool
VOCABULARY: 1 2 3 4 5 6 7
2.25 Provide synonyms for given words. B D D D P R R
2.26 Provide antonyms for given words. B D D D P R R
Differentiate among homonyms,
2.27 B D P R R R
homophones and homographs.
Examine word parts to determine
2.28 meanings of new words (prefix, suffix B D P R R R R
and root).
Apply dictionary and thesaurus skills to
determine pronunciations, meanings,
2.29 B D D P R R
alternate word choices parts of speech
and origin of words.
2.30 Explain the literal meaning of words. B D D D D P P
2.31 Utilize words with multiple meanings. B D P R R R R
Translate text messages into Standard
2.32 B D D P R
English.
Use context clues to determine the
meaning of unfamiliar words
2.33 (restatement clues, synonyms, B D D D D D
antonyms, comparison and contrast
within a definition, clues in a series etc.)
Use knowledge of language to enhance
2.34 vocabulary (etymology, acronyms and B D D D D D
euphemisms)
2.35 Explain the figurative use of words. B D D D D
2.36 Use analogies to show relationships B D D D

September 2010
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General Objective: To read grade level text orally with accuracy, appropriate rate and expression.

Preschool
FLUENCY: 1 2 3 4 5 6 7
Read aloud in a manner that sounds like
2.37 B D P R R R R
natural speech
2.38 Identify common phrases in reading. B D P R IT IT
Use visual clues (punctuation marks,
2.39 B D D P R R R
italics etc.) to aid reading.
Read aloud a variety of texts with
2.40 appropriate pacing, intonation and B D P R R R R
expression
Increase accuracy, speed and
2.41 B D P R R R R
expression

September 2010
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General Objective: To employ a variety of strategies to comprehend text and audio-visual materials.
Preschool
COMPREHENSION: 1 2 3 4 5 6 7
Activate prior knowledge and preview
2.42 B D P R R R R R
text.
Identify elements of a story i.e.
2.43 B D D P R R R
character, plot, setting, themes
Use context clues for understanding
2.44 the meaning of words, phrases, B D P R R R R
sentences and paragraphs.
Derive the main idea and supporting
2.45 B D P R R R R
details.
2.46 Tell events in the correct sequence. B D D D P R R R
Distinguish between fiction and non-
fiction.
2.48 Differentiate between fact and opinion. B D P R R R
2.49 Summarize and paraphrase text. B D D P R R

Compare and contrast events,
2.50 B D D D D P R
opinions and facts.
Make analogies (i.e. the comparison of
2.51 two or more things based upon the B D P R R R
similarity of like features).
2.52 Make inferences. B D D D D P R
2.53 Identify and predict cause and effect B/D D D D D P R

September 2010
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Preschool
COMPREHENSION: 1 2 3 4 5 6 7
Interpret the author’s purpose i.e. to inform,
2.54 B/D D D P R
entertain, persuade, and express
2.55 Determine author’s viewpoint or bias B D D D D
2.56 Draw conclusions B B D D D D P R
2.57 Evaluate ideas and text. B D D P R R
Synthesize ideas from different texts and media to

2.58 B D D D P
determine common themes.

September 2010
27
General Objective: To analyze and respond to text revealing their feelings and thoughts

Preschool
LITERATURE: 1 2 3 4 5 6 7
Appreciate various genres of literature
(e.g. fairy tales, myths, legends,
2.59 biographies, science fiction, nursery B D D D D P R R
rhymes, articles, poetry, mysteries,
plays, etc.)
Appreciate culturally based stories and
text.
Explain the difference between realism
2.61 D P R R R IT IT
and fantasy.
2.62 Identify mood and humour. B D D D D P R
Identify forms of figurative language
2.63 such as metaphors, similes, B D D P R
personification.
Respond to reading in various ways e.g
2.64 through illustrations, oral and written B D D P R R R R
communication
2.65 Evaluate the appropriateness of the text. B D P R R R

September 2010
28
STANDARDS
Sub-Goal 3: Demonstrate competence in writing and speaking, while skillfully applying grammatical and mechanical
conventions.
Preschool Students will be able to demonstrate competence in the general skills and strategies of the writing process
while using grammatical and mechanical conventions.
Grade 1 Students will be able to compose various types of simple sentences with regard to proper mechanics and
reflect this variety in their speech.
Grade 2 Students will be able to write a short paragraph with appropriate details that are arranged in a logical
sequence, and convey these ideas orally.
Grade 3 Students will be able to construct more expanded sentences in various writing pieces where their speech
also demonstrates such growth.
Grade 4 Students will be able to apply a range of skills and strategies in the writing process to produce writing pieces
that reflect proper organization, sentence fluency, voice and other writing traits.
Grade 5 Students will be able to recognize and apply the structures of various forms of writing to their own drafts with
emphasis on vivid word choice, engaging voice, and other writing traits.

September 2010
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Grade 6 Students will be able to write clearly and skillfully for a variety of audiences, purposes and context by
incorporating the writing traits, various strategies as well as resources that enable them to synthesize and
communicate information effectively.
Grade 7 Students will be able to compose well structured compositions for a variety of audiences and purposes by
using the writing process to internalize, communicate and evaluate information competently.

September 2010
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General Objectives
Sub-Goal 3: Demonstrate competence in writing and speaking, while skillfully applying grammatical
and mechanical conventions

1. use the writing process to compose coherent, well-organized writing pieces that skillfully incorporate
the traits of writing.
2. demonstrate their understanding of special sounds, word parts and types of words to spell and
identify words and their meanings.
3. compose varying types of sentences that reflect proper punctuation and form by adhering to
grammatical rules.
4. communicate orally by adhering to grammatical rules and the appropriate use of Bahamian dialectal
expressions.
5. produce legible and well-formed manuscript or cursive letter forms in their writing.

September 2010
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SCOPE AND SEQUENCE

Sub-Goal 3: Demonstrate competence in writing and speaking, while skillfully applying grammatical and mechanical
conventions.
General Objective: To use the writing process to compose coherent, well-organized writing pieces that skillfully
incorporate the traits of writing.
Preschool
WRITING: 1 2 3 4 5 6 7
Describe the steps in the writing
3.1 B D D D P R
process.
Identify the qualities found in good
3.2 B D D P R R R
writing.
Use appropriate language to respond to
3.3 B D D P R R R
the writing of an author.
3.4 Use a rubric to evaluate writing. B D D D P R R
Generate ideas for writing by
3.5
participating in prewriting activities. B B/D D D P R R R
Formulate complete sentences using
3.6 proper word order and appropriate word
B D D P R R R
selection.
Write various paragraphs using topic
3.7
sentences and supporting details. B D D D P R
Demonstrate a grasp of sequential order
3.8 by writing clear directions and
B D P R R R
instructions.

September 2010
32

Preschool
WRITING: 1 2 3 4 5 6 7
Compose short pieces of writing using
3.9 simple forms, and organize ideas in
B D D P R R R
logical sequence.
Organize and express their thoughts in a
3.10
logical manner using graphic organizers. B D D P R R R
Exercise proficiency in sentence fluency
3.11 by writing compound sentences and
B B/D D D P R
sentences of varying lengths.
Make use of the five senses when
3.12
writing descriptive paragraphs. B D D P R R R
Compose descriptive essays with well-
3.13
developed paragraphs. B D D P R
Use similes and metaphors to give more
3.14
vivid details to their descriptive essays. B D D P R
Produce a written conversation/ dialogue
3.15 using appropriate grammatical rules
B D D P R
(quotation marks, commas, etc.)
Develop well-sequenced narrative
3.16 pieces that include characters, setting
B D D P R R
and plot
Exhibit evidence of onomatopoeia, and
3.17 B D D D
alliteration in their writing.
Exhibit evidence of personification and
3.18 B D D D
hyperbole in their writing.
3.19 Demonstrate voice in writing pieces by
exploring tone, mood and points of view B B/D D D D

September 2010
33

Preschool
WRITING: 1 2 3 4 5 6 7
Utilize cue words in writing expository-type texts,
3.20
invitations, newspaper ads, articles etc. B D D D P R
Utilize persuasive techniques used by various authors.
3.21
B D D D
Use checklists to revise and edit work, focusing on
3.22
specific conventions. B D D D D D P
3.23 Write timelines based on stories read B D D P R R
Identify the purpose and parts of a friendly letter to
3.24
communicate in writing to pen pals, relatives and friends B D P R R R
Express an understanding of rhythm and rhyme by
3.25 writing different types of poetry such as limericks, B D D D P
cinquains, free verse etc.
Exercise effective questioning techniques and writing in
3.26
the third person to produce biographies. B B/D D P R
3.27 Produce book and movie reports B D D P R R R
Design research questions based on content area
3.28
subjects B B/D D D P R
3.29 Organize research information in an appropriate format
B B/D D D P R
Compose well-organized written reports based on
3.30
research findings B B/D D D P R

September 2010
34
General Objective: To demonstrate their understanding of special sounds, word parts and types of words to spell and
identify words and their meanings.

Preschool
SPELLING: 1 2 3 4 5 6 7
Employ a study technique for learning
3.31 B D P P R IT
spelling words.
3.32 Divide words into syllables.
B/D D P R R R R
Spell sight words and high frequency
3.33 B DP P R R R R
words
Associate initial, middle and final
3.34 consonant sounds with the letters they
B D P R R R R
represent
Discriminate between short and long
3.35
vowel sounds in words B D P R R R R
Utilize the letter or combination of letters
3.36
that make long vowel sounds B D P R R R R
Associate sounds with initial and final
3.37
blends B D P R R R R
Apply the sounds of initial, middle and
3.38
final digraphs to spell simple words B D P R R R R
Identify word parts- root words, prefixes
3.39
and suffixes B/D D P R R
3.40 Alphabetize a list of words B D/P R R R R
Add inflectional endings (with or without
3.41 B D P R R R R
spelling changes)
Spell and use words that contain a
3.42
double consonant B D P R R R R

September 2010
35

Preschool
SPELLING: 1 2 3 4 5 6 7
Spell and use words with r-controlled
3.43
vowel sounds B D P R R R
3.44 Use words containing diphthongs B D P R R R
3.45 Use words containing digraphs B D P R R R
3.46 Use words with silent consonants

B D D P R R R
3.47 Use words with silent ‘e’
B D D P R R R
3.48 Create compound words
B D P R R R R
3.49 Form contractions
B/D P R R R R
3.50 Identify and spell homophones B D P R R R

September 2010
36
General Objective: To compose varying types of sentences that reflect proper punctuation and form by adhering to
grammatical rules.
General Objective: To communicate orally by adhering to grammatical rules and the appropriate use of Bahamian
dialectal expressions.
Preschool
GRAMMAR: 1 2 3 4 5 6 7
Distinguish between sentences and
3.51
fragments. B D D P R R R
Construct telling, asking, exclamatory,
3.52 and command sentences that are
B D D P R R R
correctly punctuated .
Expand simple sentences into
3.53 compound, complex and compound
B D D D P R
complex sentences.
3.54 Correct run on sentences. B D D D/P P R
Apply capitalization rules (the first word
of sentences, proper nouns, pronoun “I”,
3.55 direct quotations, titles, initials, headings, B D D P R R R
salutation and the closing of a letter)
when writing.
Distinguish between Standard English
3.56
and dialect expressions. B D D P R R R
Utilize Standard English in formal
3.57 settings to communicate ideas when P
B D D R R R
speaking and writing.
3.58 Use naming words for people, animals,
things and places when speaking and
B D P R R R R
writing

September 2010
37

Preschool
GRAMMAR: 1 2 3 4 5 6 7
Differentiate between singular and plural
3.59
nouns. B D P R R R R
Form plurals by adding “s” and “es” to
3.60 singular nouns (with and without spelling
B D P R R R R
changes).
3.61 Apply rules for irregular plural forms.
B D P R R R
Use singular and plural possessive
3.62
nouns correctly. B D P R R R R
Differentiate between common and
3.63
proper nouns. B D P R R R R
Use pronouns correctly in oral and
3.64
written sentences. B D D P R R R
Relate pronouns to corresponding nouns
3.65
within a sentence. B D P R R R
3.66 Use possessive pronouns. B D P R R R R
Use action words in written
3.67
compositions. B D P R R R R
3.68 Utilize linking verbs. B D D P R
Identify the tense of a verb and apply it

3.69
appropriately when writing and speaking. B D D P R R R
3.70 Demonstrate the correct use of subjects
and verbs.
B D D P R R R

September 2010
38

Preschool
GRAMMAR: 1 2 3 4 5 6 7
Determine the simple subject and simple
3.71 B D P R R R R
predicate of a sentence
Ascertain the complete subject and
3.72
predicate of a sentence. B D D P R
Incorporate sensory adjectives in speech
3.73
and writing. B D D D P R R
Use adjectives to compare nouns and
3.74
pronouns. B D D P R R R
Identify the two words that comprise
3.75
specific contractions. B D P R R R R
Use apostrophes correctly in
3.76
contractions. B D P R R R R
3.77 Select appropriate abbreviations. B D P R R R
Identify adverbs in sentences and
3.78
passages. B D P R R
Form adverbs by adding the suffix ‘ly’
3.79 and use them appropriately when writing
B D D P R
and speaking.
3.80 Use a variety of prepositions B/D D D P R R R
3.81 Use interjections in sentences.
Incorporate transitional words in speech

D
3.82 and writing BD D P R R R

September 2010
39

Preschool
GRAMMAR: 1 2 3 4 5 6 7
3.83 Use commas appropriately.
B D P R R R
Use colons and semi colons
3.84
appropriately in writing. B D D P
3.85 Utilize negative words correctly. B D D P R

September 2010
40
General Objective: To produce legible and well-formed manuscript or cursive letter forms in their writing.

Preschool
HANDWRITING/PRESENTATION: 1 2 3 4 5 6 7
Write capital and lower case manuscript
3.86 letters using the D’Nealian style of B
B/D P
writing
Space letters and words within
3.87 D P R R R R R
sentences appropriately
3.88 Write numbers 0-9 correctly B D P R R R R R
Utilize capital manuscript letters to

3.89 B D P R R R R
produce labels, captions, signs etc.
Write cursive capital and lower case
3.90 letters using the D’Nealian style of
B D D P R R
Writing.
Use indentation/paragraphing for clear
3.91 B D D P R
presentation of work.
3.92 Use a checklist to evaluate handwriting
B D D P R R
Utilize cursive writing in various forms
3.93
such as on envelopes, invitations etc. B D D P R
3.94 Produce their own signature B D P R R
3.95 Write Roman Numerals 1 – 100 B D P R R

3.96 Choose appropriate font when
B D D D
presenting typed reports.

September 2010
41

Preschool
HANDWRITING/PRESENTATION: 1 2 3 4 5 6 7
Use numbers and bullets correctly when
3.97 listing items for computer generated B D D D
reports.
3.98 Select appropriate margins for reports. B D D D
3.99 Design appropriate covers for reports. B D D D

September 2010
Unit 1 Theme: Self Identity Topic: All About Me Essential Question: Who Am I?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Evaluation Resources
 Understand the SI. 1 Classify organisms SI. a Play “Who am I?” game Vertebrates: Teacher observation making • Science Curriculum
physical characteristics of according to their based on characteristics -Define the term Observation, Anecdotal Notes or Labels or • Social Studies
living organisms. characteristics. of living organisms (traits, vertebrates. Classifying, sticky notes. Curriculum
SI. 2 Identify specific personal qualities). - Classify vertebrates Communication Questioning • Religious
 Appreciate their characteristics of living according to their Kinesthetic Assessments- play Education
personal qualities. organisms (physical SI. b Construct various time characteristics. games Curriculum
traits, personal lines depicting early -Describe the traits Graphic Organizers* • Family Life and
Understand the qualities) Settlers to present, the common to vertebrates. Discussions* Health Curriculum
importance of knowing SI. 3 Discuss and identify creation story, stages of Pg. 62-63 • Four Corners* • Junka & Noo
one’s self. personal qualities, development.  Investigation, Communication
physical traits and  Sub-Goal 2: Discover a Interpretation, Station
 Examine the name, values. SI. c Use Venn diagram to sense of identity and Reflection, Evaluation
position and population SI. 4 Identify and explain compare and contrast purpose * see appendix
of their island and that of personal traits that contributions made by Theme: Discovering Identity
others in The Bahamas. make them unique. (eg. early settlers. Objectives: i & ii
socially, physically, Pg.66
 Appreciate traditions spiritually. ) SI. d Develop graphs to show
recognized in our country SI. 5 Identify and the difference of the Theme 1: Population of
brought by slaves from distinguish their island populations of the islands my island
Africa. from others in the of The Bahamas. -Finding out about my island  Communication,
archipelago. -The Lucayans Interpersonal skills (for
 Understand the SI. 6 Classify various SI. e Research the history of -Spanish Settlers developing healthy
impact of Arawaks in groups of early settlers. the island : the origin of -People from Africa relationships)
reference to food and SI. 7 Deduce the traits its name; special crops; cooperation; decision
crops. that make them family names specific to  Sub Goal 1: making, critical and
Bahamian. (language, the island; groups of Standard 1.1 creative thinking; self
 Express an awareness food, culture, etc.) people indigenous to the Pg. 54 awareness, self
of their uniqueness SI. 8 Compare and island; special places on acceptance, healthy self
contrast contributions your island management
made by early settlers.
Key:  Religious Studies  Family Life & Health  Science  Social Studies 1
Unit 1 Theme: Self Identity Topic: All About Me Essential Question: Who Am I?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
Evaluation
 Understand the SI. 9 Differentiate between various SI. f Play “Who am I?” game Vertebrates: Observation, • Teacher • Science Curriculum
physical characteristics of groups of organisms according to based on characteristics -Identify and describe Classifying, observation • Social Studies
living organisms. their characteristics. of living organisms vectors that are Communication making Anecdotal Curriculum
Develop an awareness of (traits, personal vertebrates. Notes or Labels or • Religious Education
vectors that are SI. 10 Compare and contrast specific qualities). - Compare mammals to sticky notes. Curriculum
vertebrates. characteristics of living organisms SI. g Create a family tree and birds. • Questioning • Family Life and Health
(people & animals). link surnames to early - Compare reptiles, fish • Kinesthetic Curriculum
Develop an appreciation settlers. and amphibians. Assessments- play • Junka & Noo
for their personal strengths SI. 11 Describe specific differences SI. h Construct various time Pg. 63-66 games Communication Station
and weaknesses. (physical, personal traits) of others lines depicting early  Investigation, • Graphic
 Understand the and given biblical characters. Settlers to present, the  Sub Goal 2: Discover a Interpretation, Organizers*
differences between select creation story, stages of sense of identity and Reflection, Evaluation • Discussions*
biblical characters SI. 12 Discuss personal strengths and development. purpose • Four Corners*
weaknesses. SI. i Use Venn diagram to Theme: Discovering my
 Develop an appreciation compare and contrast Identity
of things and activities that SI. 13 Classify various groups of early contributions made by Objectives: i & ii
represent Bahamian settlers. early settlers. (Story of Mary & * see appendix
Culture. SI. j Design a self biography Martha)
 Appreciate different SI. 14 Compare and contrast poster to show ones Pg. 67
groups and cultures within contributions made by early uniqueness.
the community. settlers. SI. k Write a poem, song or
 Understand the origin of rap defining their Theme 1: People who  Communication,
surnames of persons and SI. 15 Identify and make a list of uniqueness. live on my island. Interpersonal skills (for
their connection with surnames of the English Settlers SI. l Research the history of --The Early Bahamians developing healthy
English Settlers (Eleutheran who came to The Bahamas. the island : the origin of -Our Bahamian Way of relationships)
Adventurers & Loyalists) its name; special crops; Life cooperation; decision
family names specific to making, problem
 Appreciate their SI. 16 Prepare a graph representing the island; groups of  Sub-Goal 1 solving, conflict
uniqueness and develop the various groups of persons living people indigenous to the Theme: Self & resolution, critical and
confidence and pride in within their communities. island; special places on Interpersonal creative thinking; self
their abilities and talents. your island. Relationships awareness, self
SI. 17 Identify and discuss personal Objective: 1.1.1 acceptance
strengths and weaknesses. Pg.54
Unit 1 Theme: Self Identity Topic: I am Special Essential Question: What Makes Me Special?
Evaluation
Develop an understanding SI. 18 Explore and discuss the body SI. m Create a comparison chart of Topic: Vertebrates Observation, • Use Rubrics for • Science Curriculum
of the body parts of fish and parts of a fish and the the different animal groups. Observe and describe body Classifying, poems, songs, • Social Studies
their functions of each part. SI. n Design a symbol to depict parts of fish and their Communication raps, and self- Curriculum
functions. one’s uniqueness, island and functions. biography poster. • Religious
SI. 19 Differentiate between the family. - Infer how body parts of • Kinesthetic Education
Demonstrate an awareness ways that the body parts of SI. o Role-play an official vertebrates help them assessment- role Curriculum
of how body parts of vertebrate help them to ceremony such as Governor survive. playing • Family Life and
vertebrates help them survive. survive. General or Prime Minister’s Pg. 66 -71 • Visual Health Curriculum
visit to school.  Investigation, Representations
 Understand some of the SI. 20 Define the word obstacles. SI. p Play “Where am I located?  Sub Goal1: Discover a Interpretation, • Use Graphic
challenges individuals might Game using cardinal points sense of identity and Reflection, Organizers*
face in life. SI. 21 Compare biblical characters and relations to other family purpose Evaluation • Observations
and everyday people who islands (I live in the Central Theme: Overcoming • As I See It*
 Develop an appreciation for would have overcome Bahamas, my island is south Obstacles
biblical examples of persons challenges. of Abaco and east of Andros. Objective: i, ii, & iii * see appendix
who overcame challenges. Where am I located? Pg. 70-71
SI. 22 Identify ways in which life’s SI. q Using island cut outs
 Demonstrate an awareness challenges can be handled displayed in no particular
of positive ways to handle arrangement, have students  Theme 1: People who
life’s challenges SI. 23 Distinguish the National reorganize islands to reflect live on my island
symbols from other symbols. their cardinal positions based The National Symbols of our
 Demonstrate an awareness on The Map of The Bahamas. Nation
and appreciation for our SI. 24 Locate settlements and main SI. r Use Map to locate and name  Theme 2: Looking at life
National Symbols. district of our own island. the bodies of water that on the islands
separate The Bahamas, -Where is the island?
 Demonstrate an awareness SI. 25 Differentiate own island Florida and Cuba -A family of islands
that The Bahamas is a family from other islands by size,
of islands. position and shape.
 Recognize and utilize SI. 26 Reorganize a map displaying
cardinal points to demonstrate the major islands of The
the location of the Islands of Bahamas and state their
The Bahamas. position using cardinal
points.
Unit 1 Theme: Self Identity Topic: I am Special Essential Question: What Makes Me Special?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Evaluation Resources
Develop an awareness SI. 27 Describe the coral reef SI. s Create a diorama  Topic: Ecosystems Observation, • Use Rubrics for poems, • Science Curriculum
of the ecosystem of the ecosystem and relate of a coral reef the Observe a coral reef Classifying, songs, raps, and self- • Social Studies
grouper. the organisms within home of the ecosystem to identify the Communication biography poster. Curriculum
that environment. grouper. home of the grouper. • Kinesthetic assessment- role • Religious
Develop an awareness - Research information playing Education
of the protection of the SI. 28 Discover the ways in SI. t Role-play an official on the grouper to explain • Visual Representations Curriculum
grouper and its threats. which the grouper is ceremony such as why they are • Use Graphic Organizers* • Family Life and
protected. Governor General or endangered. • Observations Health Curriculum
 Recognize the need to Prime Minister’s -Investigate to infer what • As I See It*
have respect for people’s SI. 29 Explain the types of visit to school. threats affect the  Investigation,
opinions and beliefs. fishing indigenous to grouper. Interpretation, * see appendix
Bimini, the types of fish SI. u Debate the need for Pg. 81 Reflection, Evaluation
 Develop an and seasons for these Bahamians and
appreciation for the events. visitors alike to  Sub Goal 3: Develop an
various islands in terms of respect the rights of appreciation for living in
plants and /or animals. SI. 30 Defend the need for the grouper. a community
fishermen, locals and Theme: Respect
 Demonstrate an visitors to respect the SI. v Create posters to Objective: i,ii & iii
awareness of the needs of the grouper highlight the need Pg. 99-100
settlements of particular as that of people. for persons in the
islands, their positions and community to
locations. SI. 31 Relate ways in which respect the opinions  Theme 1: Looking at
one can demonstrate & beliefs of others. life on the islands  Communication,
 Demonstrate respect respect to others, their - Bimini: Legends and Interpersonal skills (for
for people and all living opinions and beliefs. SI. w Using a map of the game fishing developing healthy
things. island of Bimini relationships)
SI. 32 Locate settlements on highlight the cooperation; decision
the island of Bimini location of the  Sub Goal 1: making, problem solving,
and discuss their major settlements Theme: Self & conflict resolution, critical
positions using cardinal of the island. Interpersonal and creative thinking; self
points and their Relationships awareness, self
peculiarities (as far as Standard 1.2 acceptance
possible). Objective: 1.2.1
Unit 1 Theme: Self Identity Topic: My Culture and Me Essential Question: How Does My Bahamian Way of Life Contribute to Self Identity?
Evaluation
Recognize the role and SI. 33 Identify and explain the SI. x Role-play various ways  Theme 1: Looking at life on • Kinesthetic • Science Curriculum
responsibility of the Island role of the Island in which Bahamians the islands assessment- role • Social Studies
Administrator. Administrator on own reverence God. - Abaco playing, hosting a Curriculum
island (or a specific Theme 1: People who live on cultural day • Religious Education
 Develop an appreciation island). SI. y Create a time line of my island • Practice and Oral Curriculum
for the various islands in past and present Island -The Family Island Presentations * • Family Life and
terms of activities, industry SI. 34 Compare the culture of Commissioners/ Administrator • Self/ Peer Health Curriculum
and cultural practice. the communities on the Administrators Evaluations-Use a
island of Abaco with that depicting their roles,  Sub Goal 1: Examine the T Chart*
 Recognize God as being of Bimini. responsibilities and basic beliefs and teachings in • Constructive
holy and worthy of outstanding Christianity  Investigation, Quizzes*
adoration. SI. 35 Examine the impact of accomplishment. Objectives: i, ii, & iii Interpretation, • As I See It*
Christianity within the Pg. 58-59 Reflection, • Think Pair Share
Develop an appreciation island community of SI. z Conduct Evaluation • 3-2-1*
for scriptures that describe Abaco. (churches, interviews/research to Topic: Ecosystems
the holy nature of God. celebrations, traditions identify the impact of Investigate living and nonliving
etc.) Christianity on the things in a garden * see appendix
Explore ways in which SI. 36 Discover ways within own island of Abaco. ecosystem.
Christians show reverence island community that Objective: 1
to God. God is recognized as holy SI. aa Research what the Pg. 79 Observation,
and how He is Bahamian way of life is -Investigate the rocky and Classifying,
Develop an appreciation reverenced. on your island report sandy shores to identify living Communication,
for the ecosystems within findings in the form of and non-living parts. Investigation
their island communities. SI. 37 Describe the ecosystems a talk show. -Observe and classify plants
within their community (cooperative learning). and animals of rocky and
Explore rocky and sandy and school community. sandy shores, using hand lens.
shores to identify and SI. bb Create a Venn diagram -Make models of rocky and
classify living and non-living SI. 38 Compare and contrast to show the similarities sandy shore ecosystems.
organisms. the ecosystems found on and differences of the - Compare a vegetable garden
the island of Abaco with ecosystems on Bimini and garden/farm. Compare
those found on the island and Abaco. rocky and sandy shores.
of Bimini. Pg.81
Unit 2 Theme 2: Needs Topic: Needs of living things Essential Question: What are the Basic Needs of Living Things?
Evaluation
 Understand the basic needs Ned. 1 Define and describe the basic Ned. a Design a basic needs mobile Religious Studies  Investigation, • Complete a chart • Science
 Sub Goal 5: Explore Interpretation, to show how Curriculum
of all living things . needs of all living things. of living things.
celebrations and
ceremonies of the
Reflection, body parts of • Social Studies
 Recognize the importance Ned. 2 Illustrate the ways in which Ned. b Make a Pepper pot, an Christian faith Evaluation, each animal help Curriculum
of growing our own food. natural resources are used and Arawak dish or another ‘one Theme: Celebrating Expression them survive. • Religious
their sources in the environment. pot meal’ using the food Thanksgiving (See. Pg. 69 in Education
 Develop an appreciation for Objective: i, & ii Science Curriculum
crops eaten during the time Gratitude Attitude
the various types of crops Ned. 3 Create a collage of the island of Curriculum) • Family Life and
of the Arawaks and now (DVD)
grown in Eleuthera and how Eleuthera inclusive of crops, Pg. 72-73
• Graphic Health
grown by Eleutheran farmers. Organizer-Budget Curriculum
they are processed. historical places, industry etc.
Science form (to see
Ned. c Create posters/pictures Topic: Natural how students set
Demonstrate an awareness Ned. 4 Compare and contrast the depicting natural resources Resources -Investigate Observation, up and record
of earth’s natural resources crops harvested by Eleutheran and their sources in the to identify earth’s Classifying, their budget)
and their uses. farmers with those during the time environment. natural resources Communication • Kinesthetic
of the Arawaks. and their uses. assessment-
Recognize the importance of -Communicate the
Ned. d Design and create a collage of simulating
natural resources to the Ned. 5 Determine reasons for the island of Eleuthera importance of
survival of people. thanksgiving following a role depicting the crops etc. of the natural resources to
play/movie presentation. island. the survival or * see appendix
 Recognize reasons why Ned. e Debate the importance of people.
individuals should give thanks Ned. 6 Interpret the messages within giving thanks to God. Pg. 83-84
to God. scriptures that relate to giving Ned. f Review and rewrite scriptures
thanks to God. to reflect their Social Studies
 Develop an appreciation for comprehension of the  Theme 3: Our
scripture verses that relate to Basic Needs
Ned. 7 Give examples of ways that we message of giving thanks.
giving thanks to God. Topic: Growing our
can give thanks to God for Ned. g Write a letter to a friend own food
providing our basic needs.
stating the ways that one can -Theme 2: Looking at
 Understand how give expressions of thanks to life on the islands
expressions of thanksgiving God for the basic needs that Topic: Eleuthera
are utilized in worship are met and through which
means they are met.
Unit 2 Theme: Needs Topic: Environmental Needs Essential Question: What are the Essential Needs of a Community?
Evaluation
 Exhibit an awareness of the Ned. 8 Research possible sources of Ned. h Conduct a research Observation, • Research Project • Science Curriculum
sources of air, water and land pollution on their project to identify the types Science Classifying, Rubric (see Science • Social Studies
Topic: Earth Materials
pollution. island/community. of pollution affecting their Communication, or Religious Studies Curriculum
-Investigate the sources of
island/community as well as Interpretation Curriculum • Religious Education
 Develop an appreciation for air, water, and land
Ned. 9 Investigate the various the sources of those forms of Documents) Curriculum
the Health Resources available pollution.
sources of pure drinking water pollution.
Pg. 84 • Family Life and
within the community. within the island or community. Ned. i Conduct a survey to • Rubric to evaluate Health Curriculum
assess the locations of the model of a map
 Demonstrate knowledge of Family Life & Health
Ned. 10 Analyze water taken from natural fresh water  Theme: Self & Interpersonal and the materials
ways in which the community
two-three sources to identify its reservoirs, or water Relationships  Communication, used (see Science or
influences their lives
purity. distribution/purification Sub Goal: 1 Interpersonal skills Religious Studies
centres on the island or in Standard 1.3 (for developing Curriculum
 Recognize the importance Objective: 1.3.1
Ned. 11 Produce a map of the island the community. healthy relationships) Documents)
of water to our existence, and
of Grand Bahama indicating Ned. j Create a map (or 3D cooperation; decision
the necessity to conserve it. Social Studies
where natural resources can be map) to indicate the sections
 Theme 3: Our Basic Needs
making, problem • Writing Rubric to
found. (fresh water, farms etc.) of the island in which natural Topic: Everyone Needs Water solving, conflict assess Report and
 Develop an appreciation for
resources can be found. -Theme 2: Looking at life on the resolution, critical Essay (see Science or
the various natural resources Ned. 12 Interpret to what extent the (fresh water, farms etc.) islands and creative thinking; Religious Studies
and industry found on the oil refinery and other industry These resources will be Topic: Grand Bahama self awareness, self Curriculum
island of Grand Bahama. affect the environment of Grand indicated with pictorial acceptance Documents)
Religious Studies
Bahama. representation.
 Demonstrate an awareness  Sub Goal 2: Discover a sense
Ned. k Produce a report of identity and purpose • End of Topic
of the term “serving others” Ned. 13 Explain at least three ways explaining how at least three Theme: Serving Others Review/ Activity
in which natural resources can natural resources have Objective: i, ii, iii & iv Sheet (Developed
 Recognize biblical examples enhance the community and enhanced their community Pg. 68 & 69 based on the theme
of persons who served well. meet its needs. and meet the needs of the and not individual
residents of the community.  Investigation, subject area
 Understand the importance Ned. 14 Define and explain the term (HFLE Content) Empathy, Reflection, content. )
of people’s attitude towards service. Ned. l In an expository essay Application,
serving others. have students explain why Expression * see appendix for
Ned. 15 Compare and contrast the health resources are just as additional assessment
need for Health Resources in the important as natural options
community with that of Natural resources to a community or
resources. not; providing evidence to
justify their position.
Ned. 16 Demonstrate ways in which Ned. m Create acrostics about
biblical characters served each the word serve reflecting
other and those in the ways in which one can serve
community. others.
Ned. 17 Relate the importance of

attitudes in relation to service.
Unit 2 Theme: Needs Topic: Environmental Needs Essential Question: How does Caring for Our Community Better Provide for Our Needs?
Evaluation
 Recognize ways to Ned. 18 Create poems or Ned. n Compose poems or songs to  Topic: Earth Materials Observation, • Poem/Song • Science Curriculum
prevent pollution. songs bringing awareness to bring awareness. -Communicate the role Classifying, Rubric (see • Social Studies
the ways in which we can Ned. o Establish a campaign in of students as Communication, Science or Curriculum
Understand the role of care for our community. groups to encourage more environmental Interpretation Religious Studies • Religious Education
students as environmental Ned. 19 Formulate a campaign children to be servants of stewards. Curriculum Curriculum
stewards. as a group to encourage change. - Investigate to discover Documents) • Family Life and Health
fellow students to join in the Ned. p Using the map of the island of ways to prevent • Rubric to evaluate Curriculum
Develop an awareness of mission to take care of the Exuma discuss/ debate the pollution the model of a
the ways to care for earth’s earth. structure of the island as well -Research ways to map and the
resources. Ned. 20 Discuss the location, as settlements. explain how to care for  Communication, materials used
structure and names of Ned. q Visit the Bahamas National earth’s resources. Interpersonal skills (see Science or
 Demonstrate knowledge settlements on the island of Trust or local national parks Family Life & Health (for developing Religious Studies
of ways in which the Exuma. (Clifton Heritage).  Theme: Self & healthy relationships) Curriculum
community influences their Ned. 21 Justify the need for a Ned. r Invite various guest speakers Interpersonal Relationships cooperation; decision
Sub Goal: 1
Documents)
lives National Park on the island to speak about preserving our Standard 1.3 making, problem • Writing Rubric to
of Exuma. natural resources. Objective: 1.3.1 solving, conflict assess Report and
 Develop an appreciation Ned. 22 Explain the natural Ned. s Create a collage of materials Social Studies resolution, critical and Essay (see Science
for the unique structure of resources present on the that can be used to create  Theme 3: Our Basic creative thinking; self or Religious
the island of Exuma and its island of Exuma as well as clothes and their sources. Needs awareness, self Studies
Topic: The clothes we wear
history. those found in the protected Ned. t Create a montage of the acceptance Curriculum
-A Place to Live
area. community and identify -Theme 2: Looking at life Documents)
 Demonstrate an Ned. 23 Describe how clothes people or places to attain on the islands • End of Topic
awareness of the protection can be created and acquired clothing. Topic: Exuma Review/ Activity
of specific natural resources in a community. Ned. u Write a letter to the Island Religious Studies Sheet (Developed
on this island. Ned. 24 Assess homes within Administrator or Member of  Sub Goal 5: Explore
based on the
celebrations and ceremonies
the community to identify Parliament theme and not
of the Christian faith
 Recognize the the material from which the explaining/persuading them Theme: Celebrating  Investigation, individual subject
importance of clothes to homes were built. to finalize the decision by law Thanksgiving Synthesis, Reflection, area content. )
wear and a place to live. Ned. 25 Justify the decision that homes should be made Objective: i, & ii Application, * see appendix for
 Develop an appreciation that homes should be built from blocks and not wood, Gratitude Attitude (DVD) Expression additional assessment
for scripture verses that from cement blocks rather based on its affects on the Pg. 72 options
relate to giving thanks to than wood. natural resources of the
God. island.
Unit 2 Theme 2: Needs Topic: Needs of living things Essential Question: What are the Basic Needs of Living Things?
Learning Outcomes Content Matrix/ Objectives Procedures/ Suggested Activities Suggested Instructional Skills Assessment/ Resources
Content Evaluation
 Recognize the importance Ned. 26 Examine the industry, Ned. h Conduct an experiment Science Observation, • Compile a report • Science Curriculum
of water to our existence. crops and resources of Andros and demonstrating the cycle Topic Explain the Classifying, on the experiment • Social Studies
 Understand the process how they supply the needs of other of water. water cycle and Communication, undertaken in Curriculum
its relationship to Interpretation groups. (see • Religious Education
known as the water cycle. islands.
Ned. i Write a persuasive letter weather and climate. Religious Studies Curriculum
 Develop an appreciation for - Interpret diagrams to
Ned. 27 Conduct an experiment to to your Family Island Curriculum for • Family Life and
the various industry, crops and explain changes that Rubric)
conclude the stages of the water Administrator/Member Health Curriculum
resources acquired on the occur at each phase of
cycle. of Parliament stating the
island of Andros. the water cycle. • Writing Rubric to
importance conserving (Pg. 87) assess Report and
Ned. 28 Justify the importance of
Demonstrate an awareness water and of having Essay (see Science
of the water cycle and its water with the use of examples its fresh, clean water supply or Religious
uses. Social Studies Studies Curriculum
relationship to weather and in your community
 Theme 3: Our Basic
climate. Documents)
Ned. 29 Explain conditions of Needs
Ned. j Design and create a Topic: everybody Needs
Understand graphic
weather that are natural model of a natural water • Rubric for Oral
Water
representation of the various components of the water cycle cycle using weather -Theme 2: Looking at life Presentation
using pictorial representations. symbols where on the islands
types of weather.
necessary. Topic: Andros • Essay Rubric for
Develop an appreciation for
Ned. 30 Compare the weather evaluation of tri-
conditions during the Christmas Ned. k Discuss the significance Religious Studies fold report.
the development and  Sub Goal 5: Explore
season with those during of Jesus’ birth during a  Investigation,
difference in the types of celebrations and
Panel Discussion. (Panel Synthesis, Reflection, • Rubric for story
clouds. Independence celebrations. ceremonies of the
Discussion- selected Christian faith Application, timeline.
 Understand the significance
students will serve/act as Theme: Celebrating Expression
of Jesus’ birth. Ned. 31 Deduce the significance of
experts of religion and Christmas * see appendix for
Jesus’ birth following a discussion Objective: i, & ii
will share what their additional
 Develop an awareness of of the story details. The Nativity Story (DVD)
views on Jesus’ birth and assessment
how Jesus was honoured as a Pg. 74
king in the Christmas story. its significance as well as Pg. 75: Objective 1
Ned. 32 Give examples of ways
the need he met.
that Jesus was honoured as a king
Understand the ways in
in the Christmas story.
which honour is shown to
Jesus. Ned. l Using the tri-fold strategy
Ned. 33 Demonstrate ways in
which people can give honour to students will illustrate
Jesus. and explain the various
climate conditions and
the weather experienced
along with a celebration
held during that specific
time. State the difference
between Christmas time
and Independence time.
Ned. m Create a story timeline

of the ways in which
hounour was shown to
Jesus as a king in the
Christmas story.
Unit 3 Theme: Changes Topic: Change: It’s All Around Us Essential Question: What is Change?
Learning Outcomes Objectives Suggested Activities Instructional Content Skills Assessment/ Resources
Evaluation
 Appreciate the changes that Chg. 1 Define the word “change”, Chg. a Look at before and Social Studies Observation, • Use graphic • Science
have taken place within the providing examples and evidence of after pictures of  Theme 1: People Who Classifying, organizer Curriculum
Live on My Island
island community over the the concept. islands.
Topic: How did my island
Communication, (comparison • Social Studies
years. Chg. 2 Classify the various types of Chg. b Interview elders in look long ago? Pg.2 Interpretation chart) Curriculum
 Develop an appreciation for change discussed (social, community about past -Change on my island pg.23 • Questionnaire • Religious
the various industries, crops emotional, physical, spiritual etc.) lifestyle experiences -Theme 2: Looking at life on • Learning Logs Education
Chg. 3 Explain the process through compared to today. the islands Topic: Long Island • Visual Curriculum
and resources acquired on the
Family Life & Health
island of Long Island.
which giving to others can bring Chg. c Create a Representations • Family Life and
 Theme: Self &
about change in their lives. poem/commercial  Communication, Health
Interpersonal Relationships
 Demonstrate an awareness Chg. 4 Discuss the significance of sharing the importance Sub Goal: 1 Interpersonal skills (for Curriculum
of the parts of a plant. the gifts given to baby Jesus. of giving and the true Standard 1.3 developing healthy
 Demonstrate an Chg. 5 Predict the changes value of gifts. Objective: 1.3.1 relationships)
negative interactions in the Chg. d Explain the changes Pg.56 cooperation; decision
understanding of the parts of
community, school and family can observed during the Science making, problem * see appendix
the plant and the functions of Topic: Plant Parts &
each. have on ones personality and view experiment and solving, conflict
of self. various activities on Functions resolution, critical and
Chg. 6 Differentiate between plants and plant parts. -Observe plants to identify creative thinking; self
 Demonstrate knowledge of parts using hand lens.
ways in which the community plants and trees around the school (pg. 76) awareness, self
compound Chg. e Create a plant pop-up - Experiment with plant acceptance
influences their lives parts and describe their
Chg. 7 Examine the parts of a plant book with a expository
to identify the function of each part. story about the functions.
 Understand the importance (Pg. 75)
of giving to others. Chg. 8 Summarize the various uses functions of each plant
of plants on the island of Long part. Religious Studies  Investigation,
 Recognize the value of a  Sub Goal 5: Explore
gift. Island, specifying the part of the Chg. f Create a poem celebrations and ceremonies of
Synthesis, Reflection,
 Understand the significance plant used in each. describing a change the Christian faith Application,
of the gifts given to baby Chg. 9 Analyze pictures of various experienced in their Theme: Celebrating Christmas Expression
communities to identify the changes life. Objective: i, & ii
Jesus.
that took place over time. Chg. g Design and create a II Cor.9:7
 Recognize ways in which a Pg. 76
difference can be made by Chg. 10 Compare the communities collage of Long Island
giving . of present day Long Island with that featuring events or
of the past. (traditions, occupations, aspects of the island in
homes etc.) the past and present.
Unit 3 Theme: Changes Topic: The Importance of Change Essential Question: What Evidence is there to Support Change?
Learning Outcomes Objectives Suggested Activities Suggested Instructional Skills Assessment/ Resources
Content Evaluation
 Understand the importance Chg. 11 Evaluate various modes of Chg. h Categorize pictures  Topic: Digestive System Observation, • Discussions Religious Studies
of change in various modes of change as positive or negative. of transportation, island -Investigate to describe the Classifying, • Experiments Curriculum
function of seed parts.
transportation. Chg. 12 Discuss the changes in location, and states of Communication, • Projects
-Experiment with seeds to
 Develop an appreciation for transportation to identify the most matter as past and present.
describe its growth
Interpretation • Think-Pair- The Children’s
the various industry, crops efficient (energy/time/cost) forms Chg. i Discuss effects of Share My Bible
patterns.
and resources acquired on the (past and present forms of change in lifestyles such as Pg. 76 Partner’s The Beginner’s
transportation). food, crime, transportation Thoughts* Bible
island of Abaco.
Chg. 13 Explained the levels of change modes, morals, in present Family Life & Health • As I See It*
Understand the parts and entailed in creating a boat from various time.  Theme: Self &  Communication, • Four Family Life &
trees. Chg. j Compile a model of Interpersonal Relationships Interpersonal skills Corners* Health
functions of seeds. Sub Goal: 1
Chg. 14 Justify the use of trees in the a seed labeling its parts (for developing Curriculum
 Demonstrate an
making of boats rather than metal or and functions. Standard 1.5 healthy relationships)
understanding of the growth Objective: 1.5.1
steel during a class debate. Chg. k Conduct cooperation; decision Science
patterns of seeds. Pg.59
Chg. 15 Identify the parts of the seed experiments to deduce the making, problem Curriculum
and explain the role of each. best conditions for seed Social Studies solving, conflict
 Demonstrate knowledge of
Chg. 16 Explain the changes observed growth to plant.  Theme 3: Our Basic resolution, critical and Primary Social
helpful and harmful drugs and Needs
in seed to plant. Chg. l Research creative thinking; self Studies and
their effects on the body. Topic: The clothes we wear
Chg. 17 Relate the conditions information on the various awareness, self Tourism
 Develop an awareness of -A Place to Live
necessary for plant growth following harmful and helpful drugs acceptance Education for The
rules regarding the use of -Theme 2: Looking at life
an experiment. and their effects on the on the islands * see appendix Bahamas
medicine and other drugs.  Investigation,
Chg. 18 Identify substances referred to body. Topic: Abaco Teacher’s Guide
as drugs. Chg. m Conduct research Application,
 Recognize Jesus as the Son Religious Studies Reflection,
Chg. 19 Classify drugs as harmful and to identify different
of God  Sub Goal 1: examine the Expression
helpful drugs. alternatives for the use of
 Develop an understanding basic beliefs and teachings
Chg. 20 Compare and contrast the drugs in an effort to
of the purpose Jesus came to of Christianity
effects of harmful and helpful drugs on prevent adverse changes to Theme: The Nature of God
earth.
the body. the body.(e.g use of Objective: I - IV
 Develop an awareness of
Chg. 21 Compare the digestion of food organic medicine rather Pg. 60-61
Old Testament scriptures that
with the digestion of drugs. than industrial medication)
predicted the coming of Jesus.
Chg. 22 Formulate possible alternatives
 Understand ways to walk in
to the use of manufactured or organic
obedience as Jesus did.
drugs (helpful or harmful) that affect
the body.
Unit 3 Theme: Changes Topic: The Effects of Change Essential Question: How does change effect me?
Learning Outcomes Objectives Suggested Activities Suggested Skills Assessment/ Resources

Instructional Content Evaluation
 Explore the reasons Chg. 23 Explain the changes Chg. n Experiment to identify the Family Life & Health • Use of graphic Religious Studies
conflicts arise. experienced by food in the body. stages of digestion.  Theme: Self &  Communication, organizers (Venn Curriculum
Interpersonal Relationships Interpersonal skills (for
 Understand the process Chg. 24 Identify the parts of the Chg. o Design a 3D model of the Diagram, flow
Sub Goal: 1 developing healthy
of resolving conflicts. digestive system and the parts of the digestive Standard 1.4 relationships) charts) The Children’s
 Demonstrate an function of each. system. Objective: 1.4.1 Cooperation, Decision • Letter writing Bible
awareness of biblical Chg. 25 Sequence the steps of Chg. p Compile a flow chart to Pg.57-58 making, conflict rubric The Beginner’s
examples conflict resolution digestion. show the steps of conflict resolution, crtical and • Role play Bible
 Recognize solutions to  Topic: Digestive System creative thinking, self
Chg. 26 Compare the digestion of resolution. • Questionnaires
- Observe visuals or models awareness, self
everyday problems and food with digestion of drugs Chg. q “Actions speak louder than • Appointment Family Life &
to identify the parts of the acceptance, healthy self
conflicts. (medicine). words”: A dramatization by management Clocks* Health Curriculum
Chg. 27 Analyze ways in which the students of various digestive system.
- Experiment to • Self/ Peer
body is affected by helpful or scenarios by students Assessments Science
communicate how food is
Recognize the function harmful drugs. demonstrating the steps of  Observation, • Four Corners* Curriculum
broken down.
and parts of the digestive Chg. 28 Discuss how changes and solving conflicts. - Investigate to explain the Communication,
system. other factors can lead to Chg. r Rewrite the story of Lot functions of the digestive Experimenting, Primary Social
conflicts. and Abraham to reflect system. Predicting, Inferring Studies and
Explore the process Chg. 29 Model the appropriate way different steps that could - Communicate the role of Tourism Education
through which food is to resolve a conflict (various have been taken to resolve students as environmental for The Bahamas
broken down. scenarios) using the steps to the conflict. stewards. Religious Studies Teacher’s Guide
 Interpretation, * see appendix
conflict resolution. Chg. s Create a picture book Pg. 72
Reflection, Empathy
Chg. 30 Infer ways in which biblical showing how to solve
Religious Studies
 Demonstrate the ability characters solved conflicts with conflicts in varied  Sub Goal 3: Apply
to use mental and evidence to justify. situations. biblical values and
emotional health Chg. 31 Construct a conflict principles to everyday living
knowledge, skills and resolution plan for an everyday Theme: Choices
strategies to enhance problem and/or conflict chosen Objective: I - IV
wellness by the students. Pg. 78 -79
Story of Lot and Abraham
Chg. 32 Discuss various forms of
conflicts and possible ways to
resolve and or prevent them.
Unit 3 Theme: Changes Topic: The benefits of change Essential Question: How have changes over time benefitted me?
Evaluation
 Develop an appreciation for the Chg. 33 Classify objects as solid, liquid Chg. t Create a Venn Social Studies • Use of graphic Religious Studies
ways in which modern forms of or gas. diagram to compare  Theme 3: Our Basic organizers Curriculum
communication have bridged our Chg. 34 Examine the changes of water types of Needs
(Venn Diagram,
family of islands. Topic: Getting News
under various conditions. communication used -A Place to Live flow charts) The Children’s Bible
 Develop an appreciation for Chg. 35 Differentiate assorted forms of in the past and now. -Theme 2: Looking at life on • Letter writing The Beginner’s Bible
the various industry, crops and matter based on physical the islands rubric
resources acquired on the properties. Chg. u Experiment to Topic: Inagua • Role play Family Life & Health
island of Inagua. Chg. 36 Compare the creation of salt identify the possible • Questionnaires Curriculum
to the changes experienced by states of matter that  Topic: Matter
• Appointment
Recognize the states of water. can be experienced - Experiment with  Observation, Science Curriculum
manipulatives to identify
Clocks*
matter of solids, liquids and Chg. 37 Summarize the making of salt by water. Communication,
matter as solids, liquids and • Self/ Peer
gases. in their own words Experimenting, Primary Social
gases. Interpreting, Predicting,
Assessments
Develop an awareness of the Chg. 38 Outline the main components Chg. v Design matter -Investigate concrete models • Four Corners* Studies and Tourism
Inferring
change of matter from one of the island of Inagua using mobiles to compare some Education for The
state to the other. pictorial representation. demonstrating characteristics of solids, Bahamas Teacher’s
Demonstrate knowledge of Chg. 39 Suggest ways that persons on examples of liquids and gasses. Guide
the physical properties of Inagua communicate with substances in each -Classify models into solids,
matter, forms and properties of persons on other islands state of matter. liquids and gasses.
matter. differently from in the past. Pg. 92, 93, 94
* see appendix
Chg. 40 Relate the Beatitudes in Chg. w Compile a flow chart
Religious Studies
 Demonstrate an awareness sequence. to show the changes Religious Studies
 Sub Goal 4: Develop an  Interpretation,
of the Beatitudes. Chg. 41 Demonstrate ways in which in water under appreciation for living in a Reflection, Empathy,
Develop an understanding of they can apply the Beatitudes various conditions. community Analysis
the importance of to daily life. Theme:
implementing the Beatitudes. Chg. 42 Discuss the importance of Rights/Responsibilities
 Recognize the effects of their living by the Beatitudes. Objective: I - IV
Pg. 90-91
behaviour in family and group Explain the changes that can occur in
The Beatitudes
settings. relationships as a result of their
Appreciate the application of behaviour/attitude.
Beatitudes in everyday
situations.
Unit 4 Theme: Values Topic: Identifying Values Essential Question: What are Values?
Learning Outcomes Objectives Procedures/ Suggested Activities Suggested Content Skills Assessment/ Resources
Evaluation
 Develop an awareness of Val.1 Explain the term self-esteem. Val. a Create an overlay model of Value: the regard that  Communication, • Brochure/ Religious
money and its importance in Val.2 Discover the factors that influence themselves using various something is held to deserve; Interpersonal skills pamphlet rubric Studies
the importance, worth, or (for developing
meeting our needs. ones self esteem positive or materials. The model on the usefulness of something. healthy relationships)
• Oral Curriculum
 Recognize the necessity negative. inside would have those -principles or standards of Cooperation, presentations
of a budget for the Val.3 Summarize a scripture verse about thoughts, beliefs and behaviour; one's judgement Decision making, • Self value The Children’s
expenditure of a specified self esteem . behaviours that they would of what is important in life. conflict resolution, Bible
inventory and
amount. Val.4 Give examples of ways that ones have been taught that affect Family Life & Health crtical and creative The Beginner’s
 Theme: Sexuality &
checklist
thinking, self
sexuality can affect their self their self-esteem. The outside Sexual Health • Summary writing Bible
 Develop an appreciation esteem. would reflect the way that the awareness, self
Sub Goal: 2 acceptance, healthy • Observations
for the characteristics of Val.5 Justify their value of self providing student sees him or herself in Standard 2.1 self management • Self/ Peer Family Life &
human sexuality. examples of a person, beliefs, and terms of physical appearance Objective: 2.2.1 Assessment Health
 Appreciate their behaviours. (gender, sexuality etc.) Pg. 60 Curriculum
Social Studies • Laundry Day*
uniqueness and they way Val.6 Compare and contrast the • Four Corners*
Theme 3: Our Basic
their bodies function. definitions of value and self esteem. Val. b Design a pamphlet promoting Needs • Appointment Science
Val.7 Identify ways in which one can positive influences of self Topic: Money Clocks* Curriculum
 Demonstrate an demonstrate value for themselves esteem, encouraging others to -A Place to Live
awareness of the concept of and others. value themselves.  Topic: Matter Primary Social
self-esteem. Val.8 Discuss the value of money for every -Investigate to discover the Studies and
sources of energy
Recognize factors that day living. Val. c Document the results a week’s Research information to define  Observation, Tourism
influence a person’s self Val.9 Prepare a budget of a set amount budget and relate to fuels. Communication, Education for
esteem. for a week on typical expenditures. classmates the evidence to Investigate to discover how Experimenting, * see The Bahamas
Appreciate scriptural Val.10 Classify various support or refrain from fossil fuels are formed. Predicting, Inferring appendix Teacher’s
verses that help to build denominations of money based on budgeting. Interpret information on the Guide
uses of energy from fossil
self-esteem. their value. fuels.
Val.11 Interpret the value of energy Val. d Complete a money sorting Pg. 97
Develop an appreciation to Bahamians. activity. Religious Studies
for the sources of energy. Val.12 Discuss the various sources Val. e Complete a Venn Diagram  Sub Goal 3: Apply
biblical values and Religious Studies
of energy. comparing value and self  Interpretation,
principles to everyday living
Demonstrate an Val.13 Identity ways in which those esteem.
Theme: Growing with Reflection, Empathy
understanding of the sources of energy are important. Val. f Compose a song, rap or poem Values
formation of fossil fuels. Val.14 Explain fossil fuels and how about the value of energy and Objective: I - IV
they are formed. its sources. Pg. 84-85
Unit 4 Theme: Values Topic: The affects of our values on others Essential Question: How do values affect how we treat others?
Learning Outcomes Content Matrix/ Procedures/ Suggested Suggested Skills Assessment/ Evaluation Resources
Objectives Activities Instructional Content
Demonstrate an Val.16 Identify rules in school and Val. g Role-play various Family Life & Health  Communication, • Kinesthetic Religious Studies
laws of the country. scenarios where  Theme: Sexuality & Interpersonal skills (for Assessments* Curriculum
awareness of the
Sexual Health developing healthy
different forms of energy. Val.17 Discuss the importance of laws students
Sub Goal: 2 relationships) Cooperation,
• Visual
and rules. demonstrate Standard 2.1 Decision making, conflict Representations The Children’s Bible
Understand the various
Val.18 Deduce the importance of concepts related Objective: 2.2.1 resolution, crtical and creative (drawings) The Beginner’s Bible
forms of energy and their having self control after to values. Pg. 60 thinking, self awareness, self • Use of different
characteristics. listening to a bible story. Val. h Categorize acceptance, healthy self forms of media to Family Life & Health
Val.19 Explain the meaning of the various actions Social Studies management present information Curriculum
 Demonstrate an Theme 3: Our Basic
term self control with to determine
Needs • Exit/ Admit Slips*
awareness of the concept examples to justify the whether they Science Curriculum
Topic: Why do we have • Practice
of self-control. definition. exhibit positive laws? Presentations*
Recognize strategies Val.20 Relate the need of exhibiting or negative Primary Social
that could develop self • Peer/ Self
self control in all aspects of values through  Topic: Matter Assessments Studies and Tourism
control. ones life including what is puppetry. -Investigate to discover the  Observation, Education for The
Appreciate biblical eaten. Val. i Design posters to
sources of energy Communication,
Bahamas Teacher’s
characters who exhibited Research information to Experimenting, Predicting,
Val.21 Evaluate the food items show ways to define fuels. Inferring Guide
self control garnered from classmates as care for the Investigate to discover how
healthy or unhealthy earth’s fossil fuels are formed.
 Recognize the choices. resources. Interpret information on the
necessity of a rules and uses of energy from fossil
Val.22 Propose to parents healthy Val. j Show different fuels.
laws in our school and food alternatives ways to care for Pg. 97 * see appendix
country highlighting the importance the earth
of food on the body. through Religious Studies Religious Studies
 Sub Goal 3: Apply  Interpretation, Reflection,
 Understand the Val.23 Compare the energy obtained infomercials,
biblical values and Empathy, Investigation
importance of food to the from food with that found in blogs, websites, principles to everyday
body the atmosphere. and newspaper living
 Develop an Val.24 Experiment to discover the ads. Theme: Growing with
appreciation for healthy characteristics of the different Values
food and snacks. forms of energy. Objective: I - IV
Val.25 Give examples of transferable Pg. 84-85
energy.
Unit 4 Theme 4: Values Topic: Sharing Values Essential Question: Why is it important to pass on values?
Learning Outcomes Content Matrix/ Procedures/ Suggested Suggested Skills Assessment/ Resources
Objectives Activities Instructional Content Evaluation
 Develop an appreciation Val.26 Investigate the use of dietary Val. k Use graphic Family Life & Health  Communication, Writing personal Religious Studies
guidelines for healthy eating. organizers (web) to  Theme: Sexuality & Sexual Interpersonal skills narratives rubrics Curriculum
for the various industry,
Val.27 Deduce through a series of display a list of Health (for developing Visual
crops and resources acquired Sub Goal: 2 healthy relationships)
experiments which foods or values that are Standard 2.1 Cooperation, Decision Representations The Children’s Bible
on the island of Acklins.
exercises develop healthy important. Objective: 2.2.1 making, conflict (drawing) The Beginner’s Bible
 Demonstrate an lifestyles. Val. l Write personal Pg. 60 resolution, crtical and Graphic organizers
Val.28 Create food group drum narratives or creative thinking, self Summarizing Family Life & Health
understanding of the term
indicating the nutrients attained biographies, Social Studies awareness, self Learning/ Response Curriculum
“faithful”. Theme 2: Looking at life acceptance, healthy
Recognize practical ways to from each of the seven main explaining how Logs*
on the islands self management
demonstrate faithfulness. groups. values help to Topic: Acklins and its Science Curriculum
Develop an appreciation Val.29 Explain the need for persons to shape who we are. cascarilla
for biblical characters who remain committed to exercise Val. m Create comic strips  Observation, Primary Social Studies
and healthy eating. to portray values.  Topic: Digestive System Communication, and Tourism Education
exhibited faithfulness
Val.30 Paraphrase the definition of the Val. n Invite church -Infer how proper nutrition * see appendix for The Bahamas
Experimenting,
word “faithful”. leaders to speak is related to good health. Predicting, Inferring Teacher’s Guide
Recognize the importance
Val.31 Arrange activities to reflect about the Investigate appropriate
of proper nutrition on good exercises and food to develop
practical ways to demonstrate importance of
health. faithfulness. values. a healthy lifestyle. Religious Studies
Val.32 Summarize the stories of biblical Val. o Compose/ Sing  Interpretation,
Know that appropriate Identify the seven main Reflection, Empathy
characters who demonstrated songs about
exercises and food help to food groups, and explain the
faithfulness to God. values. nutrients found in each group.
develop a healthy lifestyle. Val.33 Compare and contrast
faithfulness to God and Pg. 73
Develop an awareness of faithfulness to traditions.
the seven main food groups, Val.34 Give examples of ways that Religious Studies
Acklins islanders remained  Sub Goal 3: Apply biblical
and explain the nutrients
values and principles to
found in each group. faithful to their traditions and everyday living
beliefs. Theme: Growing with Values
 Develop an appreciation Objective: I - IV
for dietary guidelines as an Pg. 84-85
outline for healthy eating.
Unit 4 Theme: Values Topic: The affects of culture on our values Essential Question: What influences do other cultures have on our values?
Learning Outcomes Content Matrix/ Procedures/ Suggested Suggested Skills Assessment/ Evaluation Resources
Objectives Activities Instructional Content
Recognize examples of Val.35 State the Val. p Research values in Family Life & Health • Research Religious Studies
definition of the different cultures.  Theme: Sexuality &  Communication, • Graphic Organizers Curriculum
conservation
Sexual Health Interpersonal skills (for
Develop an appreciation word “conserve”. Val. q Use a graphic
Sub Goal: 2 • Four Corners*
developing healthy
for the conservation of
Val.36 Give examples of organizer to Standard 2.1 relationships) Cooperation, • 3-2-1* The Children’s Bible
conservation with compare and Objective: 2.2.1 Decision making, conflict • Laundry Day* The Beginner’s Bible
energy. support of its contrast values of Pg. 60 resolution, crtical and • Kinesthetic
value to human The Bahamas to creative thinking, self Assessments Family Life & Health
 Recognize the
survival. other countries or Social Studies awareness, self acceptance, Curriculum
importance of water to Theme 3: Our Basic • Think Pair Share*
Val.37 Discuss and cultures. healthy self management
our existence. Needs • Constructive Quizzes
differentiate the Val. r Have a forum Topic: Water Science Curriculum
value of people whereby students
 Recognize the benefits  Observation,
and resources. are able to share  Topic: Matter Primary Social Studies
of true friendship. Communication,
Val.38 Propose ways in their predictions -Analyze and share ways to and Tourism Education
Experimenting, Predicting,
which one can of the role of conserve energy. for The Bahamas
Develop an appreciation -Investigate and interpret
Inferring
value their health values in the next Teacher’s Guide
for their friends. pictures to identify
and body . ten years.
conservation.
Val.39 Examine the role Val. s Debate the values Religious Studies
Develop an appreciation Pg. 101- 102
of friendship in of one culture  Interpretation, Reflection,
for biblical examples of Empathy
various scenarios. with another Religious Studies * see appendix
friendship.
Val.40 Evaluate the culture.  Sub Goal 3: Develop an
impact of Val. t Research appreciation for living in a
 Develop an community
friendship based information about
appreciation for exercise Theme: Friendship
on biblical the various
and sleep as important Objective: I - IV
example religions in our Pg. 101-102
components of physical
society and write
fitness.
about the impact
it as on our
society.
Unit 5 Theme: Socialization Topic: Understanding Socialization Essential Question: What is socialization?
Learning Outcomes Objectives Suggested Activities Suggested Instructional Skills Assessment/ Evaluation Resources
Content
 Understand the roles of Soc.1 Explain the term Soc. a Organize the class Socialization definition.  Communication, • Kinesthetic Religious Studies
persons in their community. socialization and discussion as a radio Learning the customs, Interpersonal skills (for Assessments Curriculum
developing healthy
provide examples to talk show, attitudes, and values of a
relationships)
• Practice
 Demonstrate an support the discussing what is social group, community, or Cooperation, Decision Presentations* The Children’s Bible
understanding of being united. explanation. socialization and its culture. making, conflict • Four Corners* The Beginner’s Bible
Soc.2 Analyze the impact on ones  Topic: Matter resolution, crtical and • As I See It*
 Develop an appreciation for socialization of living development. - Investigate living and nonliving creative thinking, self • Observations* Family Life & Health
things in a garden awareness, self
scriptures related to unity. and non-living things in Soc. b Examine newspaper ecosystem. • Exit/ Admit Slips* Curriculum
acceptance, healthy self
a garden ecosystem. articles to find out - Observe a variety of model • Learning/
management
Recognize the effects of Soc.3 Design a garden about socialization gardens (visuals) or real to
Response Logs* Science Curriculum
unity in relationships. ecosystem to reflect a in today’s society. identify types of gardens.
(Vegetable, flower).
vegetable or flower Soc. c Listen to radio talk - Experiment with seeds to  Observation, Primary Social Studies
 Appreciate living and garden. shows and have an create a containerized Communication, and Tourism Education
non-living things in a garden Soc.4 Discuss the leisure in class discussion vegetable garden. Experimenting, for The Bahamas
ecosystem. activities that families on what is being - Use ruler to measure the Predicting, Inferring Teacher’s Guide
can part-take in within discussed. growth of seedlings.
Religious Studies
Demonstrate an awareness a community. Soc. d Go on nature walks  Sub Goal 3: Apply biblical
of the difference between Soc.5 Compare and contrast around the school Religious Studies
values and principals to everyday
 Interpretation,
vegetable and flower gardens. the socialization in a and categorize living
Reflection, Empathy
community and an findings as living Theme: Growing with Values * see appendix
 Develop an appreciation for ecosystem. and nonliving things Objective: I - III
Soc.6 Justify the need for in a garden Pg. 80-81
leisure activities of families.
unity within ecosystem.
Social Studies
communities. Soc. e Create individual or Theme 3: People who live on
Soc.7 Relate scriptures that group models or my island
support unity between real gardens. Topic: Enjoying yourselves
mankind. Family Life & Health
 Theme: Sexuality & Sexual
Health
Sub Goal: 1
Standard 1.3
Objective: 1.3.1
Pg. 56
Unit 5 Theme: Socialization Topic: Socializing with others Essential Question: Why and how we socialize with others?
Learning Outcomes Content Matrix/ Procedures/ Suggested Instructional Content Skills Assessment/ Evaluation Resources
Objectives Activities
 Recognize the Soc.8 Describe ways in which Soc. f Create a group story,  Topic: Earth Materials  Communication, • Visual Religious Studies
characteristics of love. we demonstrate our “The Warning Bells”. This Universe and the Solar Interpersonal skills (for Representations Curriculum
System developing healthy
love for others and self. story will be one to bring
relationships)
• Laundry Day*
 Develop an - Experiment with models
Soc.9 Illustrate signs of awareness Cooperation, Decision • Four Corners* The Children’s Bible
to demonstrate Earth’s
understanding of the signs impatience, anger and (persuasive/expository)
position in relation to the making, conflict • Constructive The Beginner’s Bible
of impatience, anger and jealousy that one can to the signs of sun. resolution, crtical and Quizzes*
jealousy among exhibit. inappropriate behaviour. creative thinking, self • Appointment Family Life & Health
Experiment to describe the
individuals. Soc.10 List ways that love for Soc. g Use a graphic organizer awareness, self Curriculum
motion of the earth around Clocks*
acceptance, healthy self
other can be put in to depict the the sun. • Observations
management
 Understand ways they action. characteristics of love. Experiment to explain the • Graphic Science Curriculum
put their love for others in Soc.11 Differentiate actions as Soc. h Create a collage of terms orbit, revolve and Organizers
action. either abusive, ill activities, behaviours, rotate. Primary Social Studies
 Observation, • Peer/ Self
treatment or loving words or phrases that Communication, Assessments and Tourism Education
 Understand the Earth’s against people or will reduce or stop abuse Religious Studies for The Bahamas
 Sub Goal 4: Demonstrate Experimenting, • 3-2-1*
position in relation to the animals. or ill treatment. an appreciation for living in Predicting, Inferring Teacher’s Guide
• Discussions*
sun and its movement. Soc.12 Recommend ways that Soc. i Simulate various actions a community • Questioning*
abuse or ill treatment of abusive, ill treatment Theme: Love and/or
Forgiveness Religious Studies • Pamphlet/
 Recognize abuse as any can be prevented. and loving behaviors that
form of ill treatment Soc.13 Discuss ways to show can be demonstrated Objective: I - IV  Interpretation, Brochure rubrics
Pg. 92-93 Reflection, Empathy
against an individual or love to the earth/ when interacting with
animal. environment. others.
Social Studies
Soc.14 Outline the position of Soc. j Design posters or create Theme 3: People who
the earth and its poems on how humanity live on my island
movement around the can show love to the Topic: Enjoying yourselves
* see appendix
sun. Earth.
Soc.15 Summarize the terms Soc. k Conduct an experiment Family Life & Health
revolve, revolution and to deduce the  Theme: Sexuality &
Sexual Health
other terms related to movement of the Earth Sub Goal: 2
the Earth’s orbit in their around the Sun. Standard 202
own words. Objective: 2.2.1
Pg. 56
Unit 5 Theme: Socialization Topic: The affects of socialization Essential Question: What is the impact of socialization and non-socialization of people and the environment?
Evaluation
 Demonstrate an awareness Soc.16 Conduct interviews with Soc. l Conduct  Topic: Earth Materials  Communication, • Kinesthetic Religious Studies
of how seasons come about. persons in the community interviews with Universe and the Solar Interpersonal skills (for Assessments Curriculum
System developing healthy
Understand the visual to find out ways to residents within the
relationships)
• Discussions
representation of each support/treat strangers. community to -Interpret visuals to • Practice The Children’s Bible
Cooperation, Decision
season. Soc.17 Debate the importance of identify ways that show various seasons. The Beginner’s Bible
making, conflict Presentations
-Investigate to discover resolution, crtical and
caring for strangers with we should treat • Individual
 Recognize the importance scriptural reference. strangers (American, what causes seasons. creative thinking, self Family Life & Health
Whiteboards
of caring for strangers. Soc.18 List ways possible benefits Haitian, Jamaican, awareness, self Curriculum
• Graphic
Religious Studies acceptance, healthy self
and disadvantages of Chinese, Cuban etc.) Organizers
 Sub Goal 4: management
 Demonstrate an awareness strangers in our Soc. m Participate in a Demonstrate an • Observations Science Curriculum
of scriptural passages related community. class debate, appreciation for living in • Questioning
to caring for strangers. Soc.19 Define the word disease. “Entertain a community  Observation, • As I See It* Primary Social Studies and
Soc.20 Differentiate between Strangers”. Theme: Caring for God’s Tourism Education for The
creation
Communication, • Laundry Day*
communicable and non Soc. n Complete a venn Bahamas Teacher’s Guide
Objective: I - IV
Experimenting, • Think Pair
 Demonstrate knowledge of communicable diseases. diagram based on Predicting, Inferring
Pg. 85-89 Share*
the causes, effects and Soc.21 Analyze possible methods diseases, either
• Exit/ Admit
treatment of STIs, HIV an AIDS of disease prevention. communicable or Social Studies
Religious Studies Slips*
Soc.22 Associate/Diagram non communicable. Theme 3: People who
 Interpretation,
 Understand general causes typically and discuss ways Soc. o Create pictorial live on my island
Reflection, Empathy
and prevention of to prevent them. representations Topic: Enjoying
communicable diseases. communicable diseases (chart, poster) of yourselves
spread during which communicable
Family Life & Health
season diseases and the  Theme: Sexuality & * see appendix
Soc.23 Classify visual seasons in which Sexual Health
representation of seasons. they are spread Sub Goal: 2
Soc.24 Summarize the process by most. Standard 2.3
which seasons are formed. Soc. p Conduct an Objective: 2.3.1
Soc.25 Role Play the rotation of experiment to verify Pg. 63-64
the Earth to bring about the rotation of the
seasons. earth around the
sun and the creation
of seasons.
Additional Topics to be covered from each curriculum:
Science
Demonstrate knowledge of the length, volume and mass of objects. Pg. 94
Understand the metric table and the metric units used to identify length, mass and volume. Pg. 95 -96
Magnets Pg. 100 – 101
Religious Studies
 Easter Story Pg. 94 -98
 Pentecost Pg. 103-104
 The Old Testament Pg. 62-63
 Obedience to God’s Word Pg. 64-65
PRIMARY RELIGIOUS STUDIES CURRICULUM
GRADE
GRADE THREE
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE
Sub-Goal 1: Examine the basic beliefs and teachings of Christianity

Theme: The Nature of God
OBJECTIVES CONTENT SUGGESTED ACTIVITIES ASSESSMENT RESOURCES

• Describe God as being One of the attributes of God is holiness. Discuss the concept of holiness and Oral responses http://www.eduplace.com/graphico
holy and worthy of To be holy means to be separated from why God is considered to be rganizer/
adoration sin or evil; pure; righteous. Because holy/righteous using a web. “Word Web Graphic Organizer”
God is holy, He cannot sin nor do evil.
In groups, write a list of synonyms Lists of synonyms Index cards
God is worthy of adoration; high for the words, “holy,” and
esteem; worship; reverence. “adoration” on index cards. Dictionaries
• Research scriptures Many scriptures in the Bible describe Read and discuss scriptures that Interpretation of scripture Good News Bible for Children:
that describe the holy God’s holy nature and outline the fact describe God’s holy nature during a I Samuel 2:2
nature of God that He is separate from evil. I Samuel PowerPoint presentation. Psalm 145:17
2:2 states, “There is none holy as the Group presentation of I John 1:5
Lord.” Psalm 145:17 says, “The Lord is Play the game, Draw Swords” and scripture posters, using I Peter 1:16
righteous in all His ways,” and I John find scriptures pertaining to the poster rubric
1:5 reminds us that “God is light and in holiness of God. LCD Projector
Him there is no darkness at all.”
In groups, decorate a poster with a laptop
scripture describing God’s holy
nature. projector screen/white board
Items for poster: chart paper, glue,

glitter, markers etc.
58
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE


• Discover ways in Because God is holy, it is only fitting Discuss and role-play ways to Role-play, using the rubric for Robes, Bibles and other props
which Christians that He should be reverenced. reverence God in various dramatic skits
show reverence to Christians show reverence to God by scenarios (During worship, prayer File paper
God bowing down and worshiping Him, etc.)
singing songs of praise to Him and by Poems, raps or songs using rubric
avoiding distractions during prayer. In groups, create a poem, rap or for poems and songs
Reverence is also shown in the way song about ways to reverence
the Bible and other sacred objects are God.
handled.
59
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE


• Identify Jesus as the Jesus is the Son of God who became Use felt cut-outs and the chart, Oral responses Birth of Jesus felts
Son of God human and lived on earth. The “All about Jesus for Kids,” to
Bible records the story of the birth learn about Jesus. “All about Jesus for Kids” chart
of Jesus in the books of Matthew,
Mark and Luke. View slide show and sing the Good News Bible for Children: Luke
song, “Everybody Ought to 1:35, Matthew 3:17, John 3:16 &
Scriptures that refer to Jesus as the Know.” Matthew 16:15-17.
Son of God include Luke 1:35,
Matthew 3:17, John 3:16 & Play scripture detectives and LCD projector & laptop
Matthew 16:15-17. locate scriptures that identify
Jesus as God’s Son. Verses: Luke http://www.youtube.com/watch?v=v9h
1:35, Matthew 3:17, John 3:16 & JOv4_O5c
Matthew 16:15-17. “Everybody Ought To Know”
slideshow and song
• Explain why Jesus Jesus came to fulfil the scriptures Read and discuss the following Oral responses Good News Bible for Children:
came to earth and to help mankind. In Hebrews scriptures about the reasons Jesus Hebrews 10:7, John 3:16 & Acts 1038
10:7, Jesus said that He came to do came to earth: Hebrews 10:7,
the will of God. Jesus came to John 3:16 & Acts 10:38. Greatest Heroes and Legends in the
sacrifice His life so that all Bible, Miracles of Jesus DVD
individuals who believe in Him View and discuss clips showing Discussion
should have everlasting life (John miracles that Jesus performed. Television and DVD Player
3:16). Jesus also came to “do good
and to heal those who were under Using a web, discuss how Jesus Ideas presented in web http://www.eduplace.com/graphicorgan
the power of the Devil” (Acts helped people while He was on izer/
10:38). earth. “Word Web Graphic Organizer”
60
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE
Sub-Goal 1 : Examine the basic beliefs and teachings of Christianity

• Discover Old Testament Although Jesus’ name is not mentioned Discuss scriptures about Jesus’ Teacher made cloze Transparencies with scriptures
scriptures that predicted until the New Testament, many coming using a transparency. passage using a rubric predicting Jesus’ coming
the coming of Jesus scriptures in the Old Testament predicted
His coming. Isaiah 7:14 predicted that Play the game, “Draw Swords” using Overhead Projector
“Immanuel” would be born of a virgin; scriptures that predicted Jesus’
Micah 5:2 states that He would be born coming. Good News Bible for Children:
in Bethlehem; Zechariah 9:9 describes Isaiah 7:14
how He would be lowly and riding on Complete a cloze passage activity Isaiah 53:5
the colt of a donkey and Isaiah 53:5 based on various Old Testament Micah 5:2
outlines how Jesus would make a blood scriptures predicting Jesus’ coming. Zechariah 9:9
atonement for our sins. These scriptures
were fulfilled by Jesus Christ. Teacher-made worksheet with
cloze passage
• Explore ways to walk in Jesus willingly came to earth to die for Discuss ways in which they could Discussion Song, “Trust and Obey”
obedience as Jesus did the sins of mankind. In doing so, He walk in obedience to God. Transparency with song
showed us how to walk in obedience to
God and the Holy scriptures. Individuals On footprint cut-outs, write ways to Ideas listed on footprint Overhead projector
should follow Jesus’ example and obey walk in obedience as Jesus did. cut-outs
God’s Word every day. Walk on foot prints as they sing the
song, “Trust and Obey.”
(Song on transparency) Pledge, using a rubric
Create a pledge of obedience.
61
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE
THREE


• Describe the Old The Bible is divided into two Using Good News Bibles, read Oral responses Good News Bible for Children
Testament as writings divisions, the Old and New the list of Old Testament and
about God’s Testament. The Old Testament is a New Testament books.
relationship with the collection of writings about God and http://www.kids.ochristian.com/Childr
Jews His relationship with His chosen Sing the song, “ The B-I-B-L-E” ens-Bible/The-Old-Testament.shtml
people, the Jews. The history of the The Old Testament for Kids
Jews/Israelites began with the story Read the internet article, “The Information recorded
of Abraham. Old Testament for Kids. Record File paper
important details from the site.
Read the introductions from the

books of Genesis and Exodus.
(Good News Bible)
• Explain how God God displayed His love for the Jews Watch and discuss scenes from Oral responses The Story of Moses DVD
demonstrated His love in many ways. He led them out of the Story of Moses DVD that
for the Jews slavery, provided food and water for depict God’s love for the Jews. DVD Player and Television
them in the desert and He also Drawings, using the rubric
remembered His promise to lead Draw pictures and write for drawing The Children’s Bible in 365 Stories,
them into the Promised Land. These sentences to show how God “God leads the way,” “Crossing the
acts of love can be found in Exodus showed His love for the Jews. Red Sea,” “Food in the desert,”
Chapters 12 and 16, Numbers “Water in the desert” (pp.67-85)
Chapter 13 & Deuteronomy Chapter
1. Blank paper, markers, crayons
62
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE


• Discover God’s laws for God provided the Jews with many Read and discuss information Journal entries, using the The Children’s Bible in 365 Stories,
living, in the book of laws which include the Ten about God’s laws from The journal response rubric “God’s Laws” (pp. 76-80)
Exodus Commandments and other rules Children’s Bible.
for living. These rules can be Journals
found in the book of Exodus. Write a journal entry on the
importance of rules, the
consequences of not having
laws/rules and why it is important
for us to obey God’s laws.
• Explain how obeying the The Ten Commandments were Sing the Ten commandments song, Stone tablet The Ten Commandments chart
Ten Commandments given as guidelines to help and then discuss each commandments, using the
helps us show love for individuals to live holy and commandment. artwork rubric http://www.youtube.com/watch?v=rM
God and people peaceful lives. The first five gLH316HJ8
commandments are about loving Cut out ten stone tablets from “The Ten Commandments Song For
and obeying God. The last five paper. Then write each Kids”
are about loving others. When commandment in their own words
Christians obey these rules, they and decorate. LCD Projector and Laptop
show their love for God and
people. Make Commandments Pops. Stone tablet template, markers,
Discuss the ten commandments construction paper, crayons
and then eat the pops.
Edible Object Talks That Teach About
Values, “Commandments Pops.”
(pp.26-27)
63
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE
Sub-Goal 2: Discover a sense of identity and purpose

Theme: Honouring God

• Explain how Christians believe that their main Locate the word “honour” in their Oral responses Dictionaries
obedience to God’s purpose in life is to honour God. To dictionaries and share the various
Word is a way to honour someone means to show meanings. http://www.eduplace.com/graphic
honour Him admiration or great respect for them. organizer/
Christians can honour God by obeying Discussion – How is God honoured “Word Web Graphic Organizer”
His Word. Jesus stated, “Those who when we obey His Word? (Use a web
love me will obey my teaching” (John to record ideas) Song, “O-B-E-D-I-E-N-C-E”
14:23). When we obey God’s
commands, He is exalted in our lives. Sing the song, “O-B-E-D-I-E-N-C-E.”
• Explore scriptural In the Bible, King Josiah realized that Read the story of King Josiah and Oral responses Bible Story Colouring Pages,
passages about his forefathers did not obey God’s laws. discuss how King Josiah honoured “Josiah hears God’s Word” (pp.
obeying God’s Word He knew that in order to honour God, he God. 117 & 118)
had to be obedient to Him. After the
lost copy of God’s laws was discovered, Discuss the following scriptures about The Children’s Bible in 365
Josiah and the people of Judah renewed obeying God’s Word: John14:15, John Stories, “The Great Find” (pp. 220
their promise to keep all of God’s 15:10 & Luke 11:28. & 221)
commands.
Good News Bible for Children:
Some scriptures that talk about obeying John14:15
God’s word include John14:15, John John 15:10
15:10 and Luke 11: 28. Luke 11:28
64
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE

Theme: Honouring God

• Infer how God’s Word Psalm 119:105 states, “Your Word is a Watch the story, “Sparky’s Lights” and Oral responses DVD player and television
is like a lamp or a light lamp to guide me and a light to my discuss how God’s Word guides us.
path.” Cherub Wings DVD, Shine Your
Listen to and discuss the song, “Thy Light, “Sparky’s Spark”
God’s Word helps to guide His people Word is a lamp unto my feet and a light
when they are lost, just as a light guides unto my path.” Httt://www.youtube.com/watch?v
individuals when it is dark. Psalm 25:9 =2SLHWFpSlq4
states, “He guides the humble in what “Thy Word” slideshow and lyrics
is right and teaches them His way.”
• Demonstrate Christians should demonstrate Make a list of practical ways to show List of ways to Edible Object Talks that Teach
obedience to God’s obedience to God’s Word daily. They obedience to God’s Word. demonstrate obedience to About Values, “Scripture Salad”
Word should: God’s Word (pp.40 & 41)
• Pray to God (Matthew 6:9-13) Make a Scripture Salad to remind them
• Love one another (I John 4:7) to honour and obey God and His Word. Pledges, using a rubric File paper
• Help the needy (Matthew 6:3)
• Worship God (Psalm 100:2) Write and recite a pledge to be obedient
to God’s Word.
65
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE
THREE

Theme: Discovering my Identity

• Identify their personal In order to discover one’s purpose, an Discuss their personal qualities and Oral responses Sentence strips
qualities individual must first get to know the importance of knowing oneself
him/herself. Each individual possesses using a web. Markers
qualities or characteristics that are
unique to him or her. A person may be Complete sentences that tell about Sentences Flashcards
described as being loving, caring or their personal qualities.
cooperative. These are examples of E.g. I am ________ (caring, kind, Masking tape
personal qualities. thoughtful etc.)
Write words that describe their Words on flashcards

qualities on flashcards and display
some of the words on the
chalkboard.
• Explain the importance of It is important to know yourself because Discuss why it is important to know Oral responses Clothing and other props
knowing yourself it helps to define your identity. When yourself.
you know yourself, then you are able to
make better decisions about life, set and Role-play examples of bad Role-play, using the dramatic
achieve goals and become successful in decisions people made because they skits rubric
friendships and relationships. were misguided by others.
66
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE

Theme: Discovering my Identity

• Compare and contrast the Two biblical characters with distinct Read the stories of the two Bible Journal entries, using the The Children’s Bible in 365 Stories,
personalities of selected personalities are Mary and Martha. characters they are comparing and journal response rubric “What Matters Most” (p.357)
biblical characters Mary and Martha were sisters and contrasting.
friends of Jesus. When Jesus came to Bible Story Coloring Pages, “Mary
visit, Martha got hot, flustered and Use a Venn diagram to make a Listens to Jesus” (pp. 181-182)
angry as she prepared the meal. Mary comparison and list qualities of the
on the other hand, remained calm and two Bible characters. Good News Bible for Children:
peaceful as she sat at Jesus’ feet and Matthew 14:28-29; Mark 14:29; John
listened to Him. Because Mary Write a journal entry telling about 13:23 & John 19:26.
remained calm, she made the best which Bible character they are Scriptures about Peter and John
decision. most like and why.
http://www.eduplace.com/graphicorga
The disciples, Peter and John could also nizer/pdf/venn.pdf
be compared. Venn diagram outline
Journals
• Examine their personal Each individual is special with various Write interview questions and pair Interview questions, using Folder sheets
strengths and weaknesses strengths and weaknesses. Some one up to conduct an interview that a rubric
might have excellent mathematical will tell about their personal magazines and newspapers
skills but weak language skills. strengths and weaknesses
Another person might have good social Collages, using the construction paper
skills but weak athletic skills. We Find and cut out pictures of things artwork rubric
should examine our strengths and they are good at and make a glue and scissors
weaknesses so that we could make collage. Checklists
good choices. crayons, markers, coloured pencils
Complete a checklist to create their
personal profile.
67
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE
THREE

Theme: Serving Others

• Explain what it means to A part of our purpose in life is to serve Use an object lesson involving a Oral responses Object Talks from Sports Kids
serve others others. To serve means to assist skateboard and other objects to discuss Love, “Serving With A Whole
someone in any way possible. I Peter the idea of service. Heart,” (pp.40-41)
4:10 states, “As every man hath
received the gift, even so minister the Show a slideshow of pictures where Pictures
same one to another, as good stewards people are serving other people and
of the manifold grace of God.” discuss what it means to serve others. Laptop
LCD Projector and Whiteboard
• Use biblical examples of In the Bible, there are many examples Read and discuss how Elisha rendered Oral responses Good News Bible for Children:
persons who served well of persons who rendered service to his service to others. 2 Kings 4:1-7
others. Elisha served Elijah by helping 2 Kings 4 :18-37
him to do God’s work. He also View a video of Joshua. Talk about his
rendered service to others by helping a service to Moses and others. http://www.youtube.com
widow to pay her bills and bringing a video – Joshua the Conqueror
Shunammite woman’s son back to life. Draw a picture of Elisha or Joshua and Pictures and paragraphs,
(2nd Kings 4:1-7 & 4:18-37) write a paragraph about how well the using rubrics The Children’s Bible in 365
character served. Stories, “The New Leader” (p.91)
Joshua served Moses and the Children
of Israel during their journey to the
Promised Land.
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Theme: Serving Others

• Examine people’s attitude Individuals are often required to serve Get into groups and role-play ways to Role-play, using a rubric Good News Bible for Children:
towards serving others as others on their jobs. There are some render service to others and how Colossians 3:23
it relates to their jobs people who serve others with patience people render service. Journal entries using the
and kindness while others are rude and rubric for journal response
uncaring. Nonetheless, we should Write a journal entry about the Clothing and other props
serve others willingly in obedience to consequences of poor service in the
God’s word. (Colossians 3:23). workplace. Journals
• Conclude that individuals If individuals did not serve others, Research scriptures that deal with Scripture posters, using the Good News Bible for Children: I
should serve others then many people would suffer and serving others and make a scripture generic poster rubric Peter 4:10 & Ephesians 6: 7-8
willingly Christians would not be obedient to poster.
God’s word. I Peter 4:10 admonishes Speeches, using the rubric Poster paper, markers, crayons,
us to serve others, because serving Write a short speech convincing their for speeches coloured pencils, glitter, glue, etc.
others is a part of honouring God. classmates to render service to others
Ephesians 6:7-8 says, “Serve with a willing heart. File paper
wholeheartedly, as if you were serving
the Lord, not men, because you know
that the Lord will reward everyone for
whatever good he does, whether he is
a slave or free.”
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Theme: Overcoming Obstacles

• Identify some of the As individuals, we are often faced with View pictures of people and discuss Oral responses Pictures
challenges individuals many challenges throughout life. Such the challenges they might have. E.g.
might face in life challenges could include poverty, In a wheelchair, poor, blind etc. Role-play, using the rubric http://www.eduplace.com/graphi
nationality, discrimination and for dramatic skits corgani zer/pdf/flow.pdf
physical handicaps. These challenges Brainstorm other challenges that “Flow Chart Graphic Organizer”
or obstacles should never stop or people might face using a flow chart
hinder an individual from fulfilling graphic organizer.
their purpose in life. Instead, these
challenges should be embraced as a Role-play challenges students may
part of life’s experiences. face given various scenarios.
• Use biblical examples of In the Bible, Joseph is seen as a prime View and discuss scenes from the Oral responses The story of Joseph DVD
persons who overcame example of one who was able to story of Joseph DVD
challenges overcome challenges in order to fulfil Television and DVD Player
his purpose. Joseph’s purpose was to Color pictures from the story of
save Egypt from destruction during the Joseph. Bible Story Coloring Pages,
time of famine and to consequently “Joseph’s Brothers Sell Him,”
help his own family. He was able to Read and discuss the story of Ruth. “Joseph Helps Pharaoh,”
fulfil his purpose because He Talk about the challenges she faced. “Joseph Forgives His Brothers.”
persevered through the difficult times.
The Children’s Bible in 356
The biblical character Ruth, overcame Stories, “The Story of Ruth” (pp.
the loss of a spouse and poverty on her 122-124)
way to success.
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Theme: Overcoming Obstacles

• Propose positive ways to Like the biblical characters Joseph and Write a list of things they can do to Lists, using a rubric http://www.youtube.com/watch?v=y
handle life’s challenges Ruth, Christians must face and help them to deal with challenges or uX9iBNLLsA
overcome various challenges. Here obstacles. Prayers, using the essay “Persevere Song”
are some positive ways to handle life’s rubric
challenges: Write a prayer asking God to help File paper
• Pray to God them overcome a difficult situation.
• Read Scriptures that encourage Good News Bible for Children:
you Sing the songs “Through Christ I Can Romans 8:28
• Focus on the positive things Do All Things” and “Persevere.”
• Seek advice when faced with
difficult problems
• Rely on friends and family
It is important to remember that when

you have faith in God, He will give
you the strength needed in order to
overcome any and all challenges /
obstacles. Romans 8:28 states “And
we know that all things work together
for good to those that love God, to
those who are the called according to
His purpose.”
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Sub-Goal 5: Explore celebrations and ceremonies of the Christian faith

Theme: Celebrating Thanksgiving

• State reasons why It is important as a Christian to show Discuss reasons why they should be Oral responses Beach ball
individuals should give gratitude to God. A part of having a thankful to God.
thanks to God relationship with God is expressing Television and DVD Player
thanks to Him. We should express Use a beach ball. Allow students to
thanks to God because He is our catch the ball and state one reason why Gratitude Attitude DVD, “Royal
Creator, He protects us, He provides they are thankful to God. Trouble” (Scene 4)
for us and He gives us health and
strength. Watch and discuss the DVD Gratitude
Attitude.
Sing the song, “Thanks, I Give You

Thanks.”
• Explore scriptural verses There are many scriptures in the Bible Play “Draw Swords” to see who would Ability to locate scriptures Good News Bible for Children:
related to giving thanks to that urge individuals to express thanks be the first to find and read scripture Psalm 100:4
God to God. Such scriptures include Psalm verses related to giving thanks to God. Psalm 106:1-2
100:4, Psalm106:1-2, Psalm107:8-9, Psalm 107: 8-9
and I Thessalonians 5:16-18. Fill in the blanks to complete scripture Completed scripture I Thessalonians 5 :16-18
Individuals can use these scriptures verses about giving thanks to God. verses
when they worship and pray. Poster paper, markers, crayons,
Make a scripture poster using a Scripture posters, using coloured pencils, glitter glue, etc.
favourite scripture about giving thanks the generic poster rubric
to God.
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GRADE THREE

Theme: Celebrating Thanksgiving

• Explain how expressions Expressions of thanksgiving play an View pictures of people thanking Role-play, using the rubric for www.googleimages.com,
of thanksgiving are important part in worshipping God. God and discuss how their actions live puppet shows or dramatic “pictures of people worshipping
utilized in worship When we worship, we express our depict a spirit of worship. skits God”
gratitude to God openly and in
various ways. Some of these ways Role-play ways to express thanks Poems, songs or raps, using the File paper
could include praying, bowing down to God and ways to express poems and songs rubric
to Him, singing songs of praise and thanks to people. Clothing and other props
giving an offering to him. When we
do these things in worship, we show Get into groups and write a poem,
God how much we love and song or rap about how and why
appreciate Him. people express thanks to God.
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GRADE THREE

Theme: Celebrating Christmas

• Explain the significance Jesus’ birth brought hope and View and discuss a DVD of the Oral responses The Nativity DVD
of Jesus’ birth salvation to all mankind. For this nativity story.
reason, every time we celebrate Jesus’ Lists of unscrambled Television and DVD player
birth, we should be reminded that He Unscramble words pertaining to words
was the greatest gift to mankind. Jesus Jesus’ birth. Fold-n-Hold Object Talks For
was born so that He could eventually E.g. sart = star merang=manger Manger scene, using the Kids, “Born For You” (pp. 50,
die for the sins of mankind. artwork rubric 51, 63)
Make a manger scene to remind
them that God’s gift to them was
Jesus.
• Explain how Jesus was When the angel told the shepherds of Discuss what it means to honour Oral responses Birth and Early Years of Jesus
honoured as a king in the Jesus’ birth, they wanted to honour someone. Bulletin Board Set
Christmas story Him. They left their flock and went to
see baby Jesus. As soon as they saw Read scriptures that show how the Good News Bible for Children:
Him, they honoured Him as king by wise men and shepherds honoured Luke 2:8-20
falling to their knees and bowing down baby Jesus. Matthew 2:1-12
to Him. They also told everyone about
Jesus’ birth. View pictures of the birth and early Picture discussion
years of Jesus and discuss how He
Later, the wise men followed a shining was honoured as illustrated in the
star to Bethlehem and found Him. pictures.
They honoured baby Jesus as a king
by bowing down in His presence and
presenting Him with gifts.
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• Explore ways in which Just as the shepherds and wise men Cut out star shapes on paper and Star shapes with ways to Construction paper
they could honour Jesus honoured baby Jesus, we should write 4 ways they could honour honour Jesus
honour Jesus as well. Honoring Jesus Jesus. Scissors
requires us to give Him our best. We Role-play, using the
can honour Jesus by: Form small groups and role-play rubric for live puppet Markers, colored pencils
1.Obeying God’s word ways they could honour Jesus. shows or dramatic skits.
2.Praying to Him
3. Telling others about Him,
4.Worshipping Him
5.Loving each other
6. Going to church
7. Reading the Bible
When we honour Jesus, we please

God and show obedience to His word.
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GRADE THREE


• Explain the importance of Giving to others is one of the best Use a word web to brainstorm ideas Oral responses http://www.eduplace.com/graphico
giving to others ways to help people in today’s on giving to others. rganizer
society. When you give to others, you /pdf/clusterweb2.pdf
are reminded to be thankful for what Read the following scripture verses Interpretation of Word Web Graphic Organizer
you have. Giving to others also makes related to giving to others: scripture
room for you to receive blessings Proverbs 22:9 Laptop, LCD projector and White
from God and from other people. The Matthew 6 :3-4 board
Bible says in Acts 20:35, “It is more Luke 6:38
blessed to give than to receive.” The Acts 20:35 Good News Bible for Children:
Bible also states that the Lord loves a Roman 12:13 Proverbs 22:9; Matthew 6 :3-4;
cheerful giver. Hebrews 13:16 Luke 6:38; Acts 20:35; Roman
Discuss the meaning of each verse. 12:13; Hebrews 13:16
• Analyze the value of a Christmas is usually a time of gift Discuss gifts that they have received Oral responses File paper
gift giving and receiving. When we give and how they felt about the gifts.
gifts to people, it shows that we love
them and appreciate them. Most Make a list of simple, inexpensive Ideas listed
individuals rate the value of a gift gifts and say why they may be very
based on how much was spent. valuable.
However, simple, inexpensive gifts
may be more valuable than expensive Make a list of “valuable gifts”
gifts. Gifts are also valued based on costing less than ten dollars.
sentimental and personal reasons.
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• Examine the When the wise men visited baby Crack the code to find out the Crack the code puzzles Bible Puzzles for Kids Ages 6-9,
significance of the Jesus, they presented Him with gifts names of the gifts given to baby “Gifts for a King;” (p.69)
gifts given to baby of gold, frankincense and myrrh. The Jesus by the wise men.
Jesus gold signified kingship, the Bible Story Colouring Pages,
frankincense represented incense Read the story of the wise men Oral responses “Wise men Come To Worship”
used in worship and the myrrh was a giving gifts to Jesus and discuss (pp.139 & 140)
spice used in burying the dead. These why such gifts were given.
gifts were rare, precious and very http://www.youtube.com/watch?
expensive. The fact that these gifts Watch the story of the wise men v=1VITO2TN8dc
were given to baby Jesus showed giving gifts to baby Jesus. Birthday Presents for Jesus
how much the wise men respected slideshow
and appreciated Him.
Laptop and LCD projector
Television
• Explore ways in which There are many ways that individuals View pictures of people giving to Oral responses Pictures of people giving to
they could make a can make a difference by giving. This others and discuss how they are others
difference by giving could include giving food, money, making a difference.
clothes or time to others who are in Shoeboxes, construction paper,
need. When individuals give Design and decorate a shoebox as a Shoebox designs, using the glitter, glue, Junkanoo tricks,
willingly, it makes a difference to gift and place cards inside sharing artwork rubric markers, crayons, colored
persons in need and the person ways they could make a difference pencils
giving. The Bible states in 2 by giving.
Corinthians 9:7, “The Lord loves a
cheerful giver.”
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Sub-Goal 3: Apply biblical values and principles to everyday living

Theme: Choices

• Examine reasons why A conflict is a disagreement or Put on a puppet show involving a Oral responses http://en.wikipedia.org/wiki/conf
conflicts arise argument between two groups or two conflict and discuss what a conflict licts
individuals. Conflicts usually arise is and reasons why conflicts arise. Definition of conflict
because individuals do not respect
peoples’ opinions, cultures and Share stories of conflicts they have Puppets and puppet theatre
beliefs. Conflicts also arise because had in the past.
one or both parties are not willing to
compromise during an altercation or
an encounter.
• Identify steps to follow There are several steps that one can Read and discuss the steps to Oral responses Chart – Steps to Resolve a
when resolving conflicts follow in order to resolve a conflict. resolve a conflict. (Chart) Conflict
They include:
1. Identify the conflict/problem Read and discuss the acronym Role-play What Do You Stand For? For
2. Talk calmly about the conflict TALKS to resolve a conflict. Kids, “Use TALKS to solve a
3. Solve the conflict peacefully Problem” (pp. 45 & 46)
4. Seek the help of an adult Read an example of two kids using
TALKS. Tell how they followed
Sometimes individuals have to each step.
accommodate each other and
compromise in order to resolve a
conflict.
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GRADE THREE

Theme: Choices

• Use a biblical example of In Genesis Chapter 13, the story is Watch a video presentation of The Maze activity http://www.youtube.com/watc
how conflicts could be told of a conflict between Abraham’s story of Lot and Abraham’s conflict. h?v=4i7mOtvQpr8
solved servants and Lot’s servants. To solve Journal entry, using the “Lot Chooses First” video
the conflict, Abraham accommodated Complete a maze activity to help journal response rubric presentation
Lot by allowing him to choose which Abraham and Lot find their
pasture of land he preferred. Because destination. Laptop and LCD projector
Abraham compromised with Lot, the
conflict was resolved. Write a journal entry about the steps Bible Puzzles for Kids Ages 6-
Abraham and Lot took to resolve their 8, “Lot Chooses” (p.14)
conflict.
• Propose solutions to Problems arise every day, at home, in Read short scenarios involving conflict Solutions recommended What Do You Stand For? For
everyday problems and school, on the playground and even and write solutions to resolve the Kids, “What If?” (p. 48)
conflicts in churches. Solutions can be found conflict. Poems, raps or songs,
if individuals are prepared to talk, using the poems and songs Good News Bible For
listen, cooperate and even walk Read scriptures about resolving rubric Children:
away. If for example, someone calls conflicts. Matthew 18:15-17
you a mean name, you could chose to Banners, using the poster Matthew 5:9
fight, respond by calling them a name Write a poem, rap or song about being rubric Proverbs 15:1
or ignore them. a peacemaker. Ephesians 4:31-32
Colossians 3:13
The Bible provides many solutions to Make banners with slogans about
every day problems. Matthew 5:9 being a peacemaker or promoting Construction paper, scissors,
says, “Blessed are the peacemakers, peace. glue, markers, crayons,
for they will be called the sons of colored pencils
God.”
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SCOPE OF WORK
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GRADE THREE

Theme: Growing with Values

• Explain the importance To be unified means to be in harmony Display symbols of unity and Oral responses Pictures/symbols of unity
of being united or on one accord. It is important to be discuss the meaning of unity. (Google images)
united when working on tasks or
assignments. When groups/people are Write a paragraph describing a Paragraphs, using the essay
united, they can accomplish goals game or activity where unity is rubric
successfully and complete tasks important in order to win or do
quickly. well.
• Explore scriptures The Bible contains many scriptures Play Bible balloon relay in groups Oral responses Good News Bible for Children:
related to unity that relate to unity. Some scriptures and allow students to work Psalm 133:1; Acts 4:32; Romans
include Psalm 133:1, Acts 4:32, together to pop balloons to reveal 12:16; Romans 15:5;
Romans 12:16, Romans 15:5, 1 scripture verses about unity. Skit, using the rubric for live 1 Corinthians 1:10; Philippians
Corinthians 1:10 and Philippians 2:2. puppet shows or dramatic skits 2:2
Participate in a scripted skit of the
The story of the Tower of Babel is a Tower of Babel. Balloons
good example of unity being
displayed. The people came together Recite a poem that tells the story 30 Old Testament Quick Skits for
and decided to build a city with a of the Tower of Babel. Kids, “Babbling at Babel” (pp.17-
tower reaching to heaven. If God had 19)
not intervened, then they might have
succeeded in their goal. Bible Story Puppets and Poems,
“The Tower of Babel” (pp.15-17)
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SCOPE OF WORK
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GRADE THREE


• Examine the effects of Unity is a powerful ingredient in Using a web, discuss how friends Slogans Web
unity in relationships relationships. It fosters trust, order and family members benefit from
and peaceful communication. being united. Paper for slogans
Friends who live in harmony
develop a strong bond that lasts a Discuss the saying, “Together we Oral responses Good News Bible for Children:
lifetime. Families that are united stand, divided we fall.” Write Mark 3:23-26.
experience much love and success. slogans promoting unity using this
Unity causes relationships to saying as an example. Form small
remain strong and stable. groups and share slogans.
Read and discuss the scripture, Mark

3:23-26. (A country, family or
kingdom divided into groups will
fall apart.)
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SCOPE OF WORK
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GRADE THREE


• Define the term “self- To have self-control means that you Share a newspaper article about a Oral responses Newspaper clippings
control” are able to manage your emotions, fight or altercation at school and
desires and behaviors. Self-control discuss the meaning of self control. Dictionaries
enables a person to behave in a
respectable manner and to respond Watch a video presentation on what http://www.youtube.com/watch?v
appropriately to conflicts. self-control is and how to =nlPSaE_HCb8&feature=related
demonstrate self-control. Discuss Self-control (Part 1)
issues addressed.
http://www.youtube.com/watch?v
=suAqNEYIrNc&feature=related
Self-control (Part 2)
• Study biblical The story of Daniel and his friends is Read the story of Daniel and his Oral responses Bible Story Coloring Pages,
characters who a good example of self-control. friends and discuss how they “Daniel and His Friends Choose to
demonstrated self- Daniel and his three friends refused exhibited self-control. Obey God” (pp.121 & 122)
control to eat the king's food and drink his Crack the code activity
wine. By their actions, they Crack the code to find out the final The Children’s Bible in 365
demonstrated self-control. outcome of Daniel and his friends. Stories, “Special Training at the
Palace” (p.232)
Bible Puzzles for Kids Ages 6-8,

“Eat Your Veggies” (p56)
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SCOPE OF WORK
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GRADE THREE


• Examine the Self-control is an important part of Role-play situations where there Role-play, using the rubric for The Value-Able Child, “Nagging
consequences of not fruit of the Spirit (Galatians 5:22). is a lack of self-control and live puppet shows or dramatic Nellie” (pp. 127-129)
having self-control It is necessary to have self-control discuss the effects. skits
at all times. Lack of self-control can
lead to arguments, fights and bad Read the story of how Nagging Oral responses
decisions-making. God expects His Nellie developed self-control and
people to have self-control, which answer discussion questions.
prevents them from sinning.
• Utilize various There are several strategies that an Read scenarios and choose the Answers to the scenarios, using a The Value-Able Child, “Count To
strategies to develop individual can use to develop self- answers that indicate self-control. rubric Ten” (pp.1350136)
self-control control. Here are some ways to
develop self-control: Make a list of ways in which they Lists of ways to develop self-
a) Count to ten when angry could develop self-control. control
b) Think before you act in any
situation Write about a time they had to Essay writing, using the essay
c) Walk away from a stressful exhibit self-control and the rubric
situation outcome of the situation.
d) Pray
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GRADE THREE


• Explore the concept of Self-esteem is the collection of Share the poems “I Love Being Me” Oral responses http://kidshealth.org/kid/feeling/em
self-esteem beliefs or feelings we have about and “Be Yourself” and discuss the otion/self_esteem.html
ourselves. It allows us to take pride concept of self-esteem. Definition of self-esteem
in ourselves and to respect ourselves
for who we are. Read and discuss a story about self- http://www.ellenbailey.com/poems/
esteem called “The Little Kid.” ellen_365.htm
Individuals who have poor self- “I Love Being Me” poem
esteem are often critical of
themselves and tend to make poor http://www.ellenbailey.com/poems/
decisions. ellen_077.htm
“Be Yourself” poem
Great Stories for Kids, Book 1, “The

Little Kid” (pp.37-41)
• List factors that There are several factors that could Make a list of things that could List of factors affecting File paper
influence a person’s influence self-esteem. These factors influence one’s self esteem. ones’ self-esteem-using a
self-esteem include our environment, financial rubric
status and physical characteristics. Using every day scenarios, discuss
These factors can affect our self- how various factors affect the
esteem in a positive or negative characters’ self-esteem. Discussion
way. E.g. Paul comes from a poor family
so he cannot afford the hottest
games and clothes. He is always
afraid of what his friends might say.
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SCOPE OF WORK
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GRADE THREE


• Discover ways to build There are many things you can do to Create a collage by pasting words and Collages, using the artwork Pictures of themselves, chart
self-esteem build your self-esteem. Some ideas pictures that describe themselves. rubric paper, glue, file paper
include making a list of things you are
good at, thinking positively about Say positive things in a mirror about Poems, using the poems Mirrors
yourself and loving yourself in spite themselves to boost their self-esteem. and songs rubric
of how you may look. An individual
should always encourage him/herself Write a short poem about themselves
(positive self talk). and their self image.
• Explore scriptural The Bible contains many scriptures Read and discuss the following Discussion Psalm 139:14 (KJV)
verses that help to build that could help individuals build self- scriptures: Philippians 4:19; Matthew
self-esteem esteem. 22:39 and I John 3:1. Good News Bibles for Children:
Philippians 4:19; Matthew 22:39
Psalms 139:14 tells us that we are Design a poster with the scripture verse Scripture poster, using the and I John 3:1.
“fearfully and wonderfully made.” Psalm 139:14. Repeat verse and generic poster rubric
meditate on the words. Chart paper, markers, crayons,
Matthew 22:39 encourages coloured pencils
individuals to “Love your neighbour
as you love yourself.”
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SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE


• Define the term “faithful” The word faithful means full of faith; Listen to the song, “No Matter Oral responses http://www.merriam-
steadfast in affection or allegiance; What The Cost,” and discuss the webster.com/dictionary/faithful
firm in adherence to promises or in term faithfulness. (Definition of faithful)
observance of duty; true to the facts,
to standard or to an original. Read a story about being faithful 20 Bible Stories Every Child
(Merriam Webster) called “Amelia’s Prayer.” Should Know, “No Matter What
Individuals who are faithful are often The Cost” Track 9
described as being dedicated, loyal, Record synonyms for the word
steadfast or devoted. faithful. CD Player
20 Bible Stories Every Child

Should Know, “Amelia’s Prayer”
(pp. 45-47)
• Use biblical examples of Biblical characters Abraham and Read about the story of Abraham Oral responses 30 Old Testament Quick Skits for
persons who were faithful Daniel were both faithful to God. in Hebrews 11:8-12; 17-19. Find Kids, “Lyin’ in the Den” (pp.74-
Abraham was known as the Father of evidence of Abraham’s 77)
the Faithful. He remained faithful to faithfulness. Role-play, using the
God even when he was asked to rubric for live puppet Bible Story Puzzles for Kids Ages
sacrifice his only son Isaac. Daniel Participate in a scripted skit about shows or dramatic skits 6-8, “Safe” (p.58)
remained faithful to God even when Daniel in the lions’ den.
his life was endangered. Daniel knew Good News Bible for Children:
that if he remained faithful to God, He Locate words in a word search Word search Daniel 6:1-28
would protect him. puzzle pertaining to the stories. Hebrews 11:8-12; 17-19.
Teacher-made word search
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• Discover practical ways to In today’s society, it is very Interview classmates about List of ways to show faithfulness, Chart paper
show faithfulness important to remain faithful to practical ways that they can show using a rubric
God, family members and our faithfulness and get into groups File paper
friends. There are many practical and compile a list.
ways that faithfulness can be Journals
shown. These include; Students will start a journal and Journal entries, using the journal
1. being obedient record activities that they do response rubric
2. avoiding negative daily such as reading their Bibles,
influences praying, exercising etc.
3. keeping commitments or
promises
4. reading and obeying
God’s word
5. attending church regularly
6. daily prayers
7. giving regularly
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SCOPE OF WORK
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GRADE THREE
Sub-Goal 4: Develop an appreciation for living in a community

Theme: Caring for God’s Creation

• Explain the importance Caring is about how we treat one Get into three groups and each List of ways to care for File paper
of caring for strangers another either by showing concern, or group make a list of ways they strangers
helping one another. It is important to could care for strangers in words, Pictures
care for strangers because the Bible actions and thoughts.
admonishes us to be kind and to love
everyone. When we care for strangers, View pictures of people caring for
we show obedience to God’s word. others.
We also demonstrate that we are
tolerant.
• Explore scriptural The Bible contains many scriptures Read and discuss the story of Oral responses The Children’s Bible in 365
passages related to that tell us how we should care for Abraham caring for strangers. Stories, “The Special Visitors”
caring for strangers strangers and other persons in need. (pp.26-27)
Such scriptures include Exodus 22:21, Play the game, “Draw Swords.”
Leviticus 19:33, Leviticus 22:22, Locate and read scriptures related Good News Bible For Children:
Deuteronomy 15:11, Deuteronomy to caring for strangers. Exodus 22:21
24:17 and Romans 12:13. Leviticus 19:33
Write a list of ways to care for List with scriptures Leviticus 22:22
In the book of Genesis Chapter 18, the strangers based on scriptures read. Deuteronomy 15:11
story is told of how Abraham cared for Record the relevant scripture Deuteronomy 24:17
three strangers. He washed their feet, references. Romans 12:13
welcomed them into his home and
provided food for them. Notebooks
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SCOPE OF WORK
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GRADE THREE

Theme: Caring for God’s creation

• Investigate issues related There are many persons who come to Discuss how people treat strangers Oral responses Newspaper articles
to the treatment of The Bahamas in search of a better way (Haitians, Jamaicans etc.) in The
strangers in The Bahamas of life. Often times these persons are Bahamas using newspaper articles. Guest speaker
poor or needy and people make fun of
them for this reason. They also make Invite a foreign guest speaker to
fun of the way some strangers speak, address the students and answer
dress and act. This is mainly because questions about how they are treated
they are not familiar with the culture of or have been treated and why.
strangers.
• Recommend ways to care Even though someone may be a Write a journal entry about how they Journal entries, using the Journals
for strangers in the stranger in our country, it doesn’t mean can care for strangers in their journal response
community they should be treated differently. We community. File paper, construction
could care for and help strangers by paper, markers, crayons and
donating items such as food and Draw pictures showing ways they Pictures, using the artwork colored pencils
clothing and even spending time with can care for strangers in the rubric
them. The Bible admonishes us to love community.
our neighbors as ourselves, because we
are all God’s children. In groups, write a poem, song or rap Poems, songs or raps, using
about how they could care for the poems and songs rubric
strangers.
89
SCOPE
SCO PE OF WORK
RELIGIOUS STUDIES
GRADE THREE

Theme: Rights / Responsibilities

• Identify the Beatitudes The Beatitudes or “blessings” are eight Display pictures of bees with key Oral responses Pictures of bees
statements taught by Jesus that words from the Beatitudes and Beatitudes Chart
promise eternity in the kingdom of discuss the eight Beatitudes.
heaven. The Beatitudes are found in Busy bees, using the http://gardenofpraise.com/bibl42s
Matthew chapter 5 and each one Read and discuss the Beatitudes artwork rubric .htm
speaks about a blessing bestowed upon using the Beatitudes Chart. Story of Beatitudes
someone because of their attitude.
Make “busy bees” to help them Good News Bible for Children:
learn about the Beatitudes. Matthew 5:1-12
Bible Message Make-n-Takes,

“Bee-Attitudes” (pp.42-43)
• Explain why the Jesus gave us these beatitudes to guide Discuss what life would be like if Oral responses Ball
Beatitudes are important us on our journey to God and to help individuals did not follow the
guidelines to follow us to live in harmony with others. Beatitudes. Gospel CD & CD player
When we follow these Beatitudes, we
build better relationships with people Play the game, “A Better World.” Oral responses and
and we are able to strengthen our faith Students pass the ball around the behaviour during game
in God. room until the music stops. The
person who has the ball when the
music stops must select one of the
Beatitudes and say why he/she
should follow it.
90
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE

Theme: Rights / Responsibilities

• Examine the effects of Good behaviour should be practiced at Role-play examples of negative Oral responses Drawing paper
their behavior in family home and then displayed wherever behaviour and how they affect
and group settings individuals go. When we exhibit good the family and other groups.
behavior, family and friends enjoy Identify a Beatitude that can be Cartoon strips, using
being with and around us. When we applied to the situation. artwork rubric
exhibit negative behaviour, we can
cause confusion and disharmony at Draw a cartoon strip showing
home, school or church. how someone’s positive
behaviour affected his or her
family or class mates.
• Apply the Beatitudes to There are many practical ways to View and discuss pictures of Oral responses http://www.youtube.com/watch?v
everyday situations apply the Beatitudes or blessings in people putting the Beatitudes =3i16QQ2uno
our everyday lives. These include into practice. Visual representation of the
comforting people when they are sad, Journal entries, using the Beatitudes
feeding the hungry, giving clothes to Write a journal entry about ways journal response
people in need and being kind to that they can apply the LCD Projector & laptop
others. Beatitudes.
Journals
91
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE

Theme: Love and/or Forgiveness

• Examine the 1 Corinthians Chapter 13 refers to a Display key words related to the Oral responses Good News Bible for Children:
characteristics of love type of practical love that is unselfish concept of love on hearts. 1 Corinthians Chapter 13
and unconditional. Some of the
characteristics of love outlined in this Read 1 Corinthians 13 and Heart shapes
chapter are: love is patient, kind, does discuss the characteristics of
not envy and does not behave itself love. File paper
rudely. Consequently, this chapter
alludes to the fact that love is the cure Interview a classmate to find out Notes from interviews
for any problem that you encounter in what they think love is. Record
any type of relationship. notes from interview.
• Identify signs of In a community, signs of impatience, Role-play actions or situations Role-play, using the rubric Local newspapers
impatience, anger and anger and jealousy are always present. that portray signs of impatience, for live puppet shows or
jealousy among These signs materialize when anger and jealousy. dramatic skits
individuals individuals disobey traffic laws, steal
and exhibit violence in their families Use the newspaper to find stories Oral responses
and in the community. of persons who acted in anger,
hatred etc. Discuss the
consequences of their actions.
92
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE

Theme: Love and/or Forgiveness

• Examine the impact of Love is a very powerful force that Discussion – How can love Ideas recorded Web
love on individuals and can transform the world. Love often transform / change the world?
groups in society compels individuals to give of their Record ideas using a web.
time and resources to others. File paper for essay
Write a paragraph about how love Paragraphs, using the essay
When individuals feel loved, they affects people and changes the rubric
respond to life’s challenges world. Song, “It’s Love that Makes the
positively, knowing that they are World go ‘Round”
being supported. Consequently, the Sing the song, “It’s Love that
society becomes a more peaceful Makes the World go ‘Round.”
place.
• Suggest ways they can There are many ways in which Use a tennis racket and other Love message card, using the Object Talks from Sports Kids
put their love for others people can display love for others. objects to show kids how to love artwork rubric Love, “Love Means Always” (pp.
into action Some of these ways include sharing unconditionally. Discuss ideas 45-46)
with others, being kind and by presented.
helping people. We must show love Discussion Construction paper, scissors,
to others in words and in deeds. Make a love message card for crayons, markers, coloured
someone and write reasons why pencils
they love this person.
Bible Message Make-n-Takes, “I
Sing the songs, “Fill My Cup and Love You Because” (pp.96-97)
Let It Overflow,” and “Love Is
Something If You Give It Away.” Words for the songs
93
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE

Theme: Celebrating Easter

• Relate the story of Jesus’ Just before Jesus death, He ate the Last Use the Easter Timeline to trace Correct sequencing of Easter Timeline bulletin board
arrest and trial Supper / Passover Meal with his the events from the Triumphant events
disciples. Following the Supper he took Entry into Jerusalem to Jesus’
Peter, James and John with Him to the Trial. The Children’s Bible in 365
Garden of Gethsemane to pray. After Stories, “Jesus’ Arrest and
Jesus was finished praying, an army of Read and discuss the story of Oral responses Trial” (pp. 371-375)
soldiers, led by Judas Iscariot came and Jesus’ arrest and trial.
arrested Him. The soldiers then took
Jesus to Caiaphas the High priest where
He was tried. Jesus was also tried before
Pilate, the Roman Governor.
• Describe the various Jesus may have experienced many Role-play various scenes of Jesus’ Role-play and discussion Paper plate masks displaying
emotions Jesus may have different emotions during His arrest and arrest and trial and discuss how He various emotions e.g. sadness,
felt during His arrest and trial. While in the garden praying, He may have felt during the ordeal. courage etc.
trial was burdened because of all the Use paper plate masks to display
suffering He would have to endure. the various emotions. Journal entries, using the Journals
Nonetheless, Jesus was obedient and journal response rubric
cooperated willingly with the arrest. He Write a journal entry describing
was also filled with compassion, because the emotions Jesus may have felt
He healed the servant’s ear. During His during His arrest and trial.
trial, Jesus displayed bravery and
confidence as He watched the priests and
rulers sentence Him to death. He knew
that in the end, He was walking in
obedience to God’s word and fulfilling
His purpose on earth.
94
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE


• Suggest lessons that could Individuals could learn important Briefly review the main events in Discussion The Children’s Bible in 365
be learnt from Jesus’ lessons from Jesus’ arrest and trial. the arrest and trial of Jesus. Talk Stories, “Jesus’ Arrest and
arrest and trial One such lesson is to be obedient. about how Jesus behaved and was Trial” (pp. 371-375)
Even though Jesus knew He would treated. Discussion question –
suffer, He willingly gave His life and What lessons could be learnt from File paper
walked in obedience to God’s word. the arrest and trial of Jesus?
We could also learn to display
humility as Jesus did during His trial. Write a short poem entitled, “Jesus Poems, using rubric for
Even though He was sentenced to Showed Us the Way.” Write about poems and songs
death, Jesus did not complain. He the lessons we could learn from
remained humble. Jesus’ arrest and trial.
Another important lesson we could
learn is to be careful how we treat
others. Jesus, an innocent man was
unfairly tried and sentenced to death.
95
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE


• Relate the main events in After Jesus was tried by Pilate, He was Watch and discuss a DVD of Oral responses The Easter Story DVD, Jesus’
the crucifixion of Jesus beaten and taken to a place called Jesus’ Crucifixion. Crucifixion
Golgotha. He was nailed to a wooden
cross with large nails. By nine o’clock Make a timeline showing the Timelines Television
Jesus’ cross was lifted into position events that took place during
between two thieves. While Jesus was Jesus’ crucifixion. DVD player
on the cross, He asked God to forgive
those who crucified Him. At noon File paper
darkness covered the whole area. Then,
at three o’clock, Jesus gave up His life The Children’s Bible in 365
and died. The curtain hanging in the Stories, “Jesus’ Crucifixion (pp.
Temple was torn in two. 376-377)
• Compare and contrast the Jesus was crucified between two Draw a Venn diagram and use it Oral responses File paper
two thieves on the cross thieves. Even though both men were to compare and contrast the two
sinners and were about to die, their thieves. The Children’s Bible in 365
attitudes were very different. One of Stories, “Jesus on the Cross”
the thieves had no respect for Jesus and Write a forgiveness note to Jesus Forgiveness notes, using the (p.377)
insulted Him. The other thief respected on behalf of the penitent thief. essay rubric
Jesus and was very repentant.
96
SCOPE OF WORK
RELIGIOUS STUDIES
STUDIES
GRADE THREE


• Infer why Jesus forgave Jesus forgave the thief on the cross Use the Good News Bibles to Oral responses Good News Bible for Children: II
the thief on the cross and because he was genuinely remorseful. locate and discuss the following Corinthians 7:10, I John 1:9 &
those who crucified Him II Corinthians 7 verse 10 states that scriptures on forgiveness: II Luke 23:34
“godly sorry leads to repentance.” Corinthians 7:10 & I John 1:9.
Jesus forgave those who crucified Follow the Bible, “Jesus Dies” (p.
Him because they did not understand Cross puzzle with scripture – 212)
what they were doing (Luke 23:34). Students work together in groups
They truly did not know that He was to form a cross with the Bible
the Son of God. verse Luke 23:34, written on it.
Students read the verse together,
“Forgive them Father! They don’t
know what they are doing.”
• Use prayer as a means of Prayer is a medium by which Write a prayer asking God to Prayers, using a rubric Good News Bible for Children:
asking for and receiving individuals could ask for and accept forgive them for sins they have I John 1:9
forgiveness God’s forgiveness. Asking for committed.
forgiveness signifies that we are Construction paper, markers,
repentant for what we have done. Use construction paper to cut out a Messages and presentation glue, crayons, coloured pencils
When we accept God’s forgiveness, red or white heart. Write a of artwork
He purifies us from all our message about prayer and
wrongdoing. (I John 1:9) forgiveness on the heart. Decorate
the heart.
97
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE


• Explain the importance Jesus’ resurrection is important because Watch a slideshow about Jesus’ Paragraphs, using the essay http://www.biblelessonsite.org/fla
of Jesus’ resurrection it is the foundation of Christianity. I resurrection. rubric sh/images99/images99.html
Corinthians 15 verse 17 states “And if Slideshow of Jesus’ Resurrection
Christ had not been raised, your faith is Write a paragraph explaining the
delusion and you are still lost in your importance of Jesus’ resurrection. Good News Bible for Children: I
sins.” Corinthians 15:17
• Discover how Jesus’ Jesus’ resurrection brings new life to Read and discuss the following Discussion Good News Bible for Children:
resurrection brings new individuals who experience salvation or scriptures: John 3:16 & John John 3:16 & John 11:25
life the new birth (John 3:16). Jesus’ 11:25. Resurrection windsocks, using
resurrection also guarantees that the artwork rubric Easter Fun - Grades 1-3,
Christians who die physically shall live Make a resurrection windsock to “Resurrection windsock” (pp.29-
again (John 11:25). remind them of Jesus’ resurrection. Drawings, using the 31)
assessment rubric for drawing
Draw a picture expressing the new Construction paper, scissors,
life Jesus’ resurrection brings. paper puncher, crayons etc.
• Participate in the Every year, the Christian Church Dramatize the story of Jesus’ Drama, using the rubric for Foundations of Faith Handbook,
celebration of Jesus’ participates in the celebration of Jesus’ resurrection dramatic skits “Easter Play” (pp. 47-48)
resurrection resurrection. On Easter Sunday
churches celebrate Jesus’ resurrection by Complete a crossword puzzle on Bible Puzzles for Kids Ages 6-8,
holding special services. All Christians Jesus’ resurrection. Crossword puzzles “Jesus is Alive” (pp. 97 & 98)
can participate in the celebration of
Jesus’ resurrection through singing, Sing the songs, “Alive! Alive! 20 Bible Stories Every Child
praise and worship. Moreover, Jesus’ Alive for Evermore” and “Alive” Should Know, “Alive” (Track 19)
resurrection should be celebrated every
day.
98
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE

Theme: Respect

• Explain the terms An opinion is defined as “a view, Use the internet or dictionaries to Oral responses http://www.merriam-
“opinions” and judgment or appraisal formed in the locate and discuss the meanings of webster.com/dictionary/opinion
“beliefs” mind on a particular matter; a generally the terms “opinions” and “beliefs.” (Definition – opinion)
held view.” People formed opinions
based on their culture and experiences. Worksheet - Read statements and http://www.merriam-
identify them as opinions or Worksheets webster.com/dictionary/belief
A belief is “something believed; beliefs. (Definition – belief)
especially a tenet (principle) held by a E.g. Jesus is the Son of God.
group; conviction of the truth of some (Belief) Teacher-made worksheet
statement…” Beliefs are generally E.g. All children should go to bed
connected to one’s faith and values. by 8:30 p.m. (Opinion)
• Use biblical examples In the story of the Twelve Spies, the Read the stories, “We Can Do It” Oral responses The Children’s Bible in 365
to examine the Children of Israel did not enter Canaan and “Jesus Stands Trial.” Talk Stories:
consequences or because they listened to the opinions of about the opinions that were “We Can Do It” (p.86)
effects of considering the ten spies instead of considering the expressed by Caleb, Joshua and “Jesus Stands Trial” (pp. 374-
the opinions of others opinions of Joshua and Caleb. Pilate. 375)
Personal experiences shared
Jesus, an innocent man was sentenced Students share experiences when Follow the Bible Ages 6-8,
to death because the Jewish leaders their opinions were not respected “Joshua and Caleb Obey God”
failed to listen to Pilate’s opinion. and the consequences. (pp.63-65)
Pilate said that Jesus was innocent and Crack the code activity
did not deserve to die. Ultimately Jesus Crack the code in the puzzle to Bible Puzzles for Kids Ages 6-8,
died so that those who believe in Him find out the names of the two men “Believe God” (p.26)
may have eternal life. who obeyed God.
99
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE

Theme: Respect

• Demonstrate respect for Demonstrating respect for people’s Give specific topics and allow Oral responses and attitude Great Stories for Kids, Book 1
people’s opinions and opinions and beliefs takes time and students to voice their opinions and of the students “Hammer Time!” (pp.30-35)
beliefs effort. It is impolite to interrupt people reasons for them.
when they are speaking. Instead, we E.g. Should students be given Journal writing, using the Journals
should listen to others before homework? journal response rubric
expressing our opinions and beliefs, so
that we can comprehend and Listen to a story called “Hammer
communicate with others effectively. Time” and discuss ways to respect
When people in a community respect others.
each other, then the community would
be able to develop peacefully. Journal their thoughts on how they
could respect other people’s
opinions and beliefs and why it is
important to be respectful.
100
SCOPE OF WORK
WORK
RELIGIOUS STUDIES
GRADE THREE

Theme: Friendship

• Explore the benefits of A friend is a person that someone knows, Brainstorm the benefits of having Oral responses Great Stories for Kids-Book 1,
true friendship likes and trusts. There are many benefits a friend using a web. “Basketball Heads” (pp.148-154)
of having a true friend. A true friend is
caring, patient, honest, respectful and Write an acrostic using the letters Acrostics File paper
kind. They are also present in the time of in the word, friend.
need and willing to help in any way
possible. Read and discuss a story about
friendship called “Basketball
Heads.”
• Use a biblical example to In Matthew Chapter 9, an interesting View and discuss the story of Discussion Miracles of Jesus DVD
illustrate the benefits of story about friendship is record. In this Jesus and the paralyzed man on
friendship story, four men took their paralyzed DVD. Television and DVD Player
friend to see Jesus. Even though they
were faced with obstacles such as a Pretend to be the paralyzed man. Letters of appreciation, Good News Bible for Children:
crowded house and a roof that needed to Write a letter of appreciation to using the essay rubric Matthew 9
be uncovered, they were still able to help the four friends who carried you John 15:13
their friend. to see Jesus.
Bible Story Colouring Pages,
“Jesus Heals a Paralyzed Man”
(pp.161 & 162)
101
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE

Theme: Friendship

• Express appreciation for We should be grateful for friends Make a friendship flower with Friendship flowers, using a rubric The Value-Able Child, “Planting
their friends who care for us and love us. We five traits of friendship on each Seeds of Friendship” (p.49)
could show our appreciation by flower. Share flower with a
saying kind words, by giving friend. Drawings, using artwork rubric. Paper, crayons, markers, colored
them small tokens or by simply pencils
being there in the time of need. Draw and describe their perfect
friend. Share drawing with a Group poems, songs or jingles,
friend. using the poems and songs rubric
Create a group poem, song or

jingle about friendship. Share
with a friend.
102
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE
Sub-Goal 5: Explore celebrations and ceremonies of Christian faith

Theme: Celebrating Pentecost / Whitsun

• Relate the story of On the day of Pentecost, Jesus’ View a slideshow presentation of Oral responses http://biblelessonsite.org/slidesho
coming of the Holy disciples were all together when the coming of the Holy Spirit. w85.html
Spirit something special happened. The Coming of the Holy Spirit
Holy Spirit descended from heaven Participate in a scripted skit about Drama Slideshow
as a great rushing wind and filled the the coming of the Holy Spirit
house with noise. The disciples were 30 New Testament Quick Skits
filled with the Holy Sprit and were For Kids, “Goodness, Gracious,
able to speak in other languages. Great Tongues of Fire” (pp.74-
They were also filled with great joy. 76)
• Explain why the Jewish Pentecost was originally a festival to Use the internet to find out Oral responses http://christianity.about.com/od/bi
festival of Pentecost honour the Lord for the blessing of information about the Jewish blefeastsandholidays/p/pentecostf
was celebrated the harvest (Deuteronomy 16:9-12). festival of Pentecost (site east.htm
This celebration is also linked to the indicated) (Information about Pentecost)
giving of the Ten Commandments.
Jews believe that it was exactly at Read and discuss Deuteronomy Ideas shared orally Laptop
this time that God gave the Ten 16:9-12. Talk about reasons
Commandments to the people outlined in the passage for the Internet access
through Moses on Mount Sinai. Harvest Festival / Pentecost.
103
SCOPE OF WORK
RELIGIOUS STUDIES
GRADE THREE
Sub-Goal 5: Explore celebrations and ceremonies of Christian faith

Theme: Celebrating Pentecost / Whitsun

• Explain why Pentecost Every year, Pentecost, also known Write a paragraph explaining the Paragraphs, using the essay rubric File paper
is celebrated by as Whitsun, is celebrated by importance of Pentecost to the
churches today Christian churches. This festival is Christian church.
celebrated in commemoration of Posters, using the artwork rubric Materials for poster: paper,
outpouring of the Holy Spirit and Make a poster showing the pencils, crayons etc.
the beginning of the Christian Christian church today and the
church. It is celebrated fifty days celebration of Pentecost.
after Easter.
• Discover ways in which The Holy Spirit is an important Make origami doves to help them Origami doves, using the artwork Bible Message Make-n-Takes,
the Holy Spirit helps part of a Christian’s life. It is the learn about the Holy Spirit. rubric “Who is the Holy Spirit” (pp.60-
individuals Holy Spirit that serves as a 61)
comforter, and gives Christians Write a prayer inviting the Holy Written and oral presentation of
courage, guidance, confidence and Spirit to be a part of their lives. prayers, using a rubric
faith. We should pray daily and
invite the Holy Spirit to be a part of
our lives so that we could live holy
lives and be obedient to God’s
word.
104
Fundamental concepts and principles of life science include the study of living organisms, their structure and function, their behaviors and their relationships, with the environment.
CURRICULUM GUIDELINES
GRADE 3
SCOPE OF WORK
TOPIC: VERTEBRATES STRAND 1: CHARACTERISTICS OF ORGANISMS
LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT
1. Define the term vertebrates. Animals with backbones are called 1. Examine paper bag and sock puppets Harcourt Science Bk. 2 I. Create a vertebrate mural. Make
vertebrates.
vertebrates A backbone is a row of with a model of a spine at the back. drawings or collect pictures of the
bones in the back of an animal. Then make paper bag puppets that Harcourt Science Bk. 3 various vertebrates. Write a few
Scientists classify animals with are vertebrates. sentences to describe what a
backbones into five groups. These a. Use a straw, and a string about 12” Science Horizons Bk. 2 vertebrate is.
five groups are mammals, birds, long.
reptiles, amphibians and fish.
fish b. Cut the straw into 6 equal parts. Science Horizons Bk. 3
SCIENCE
Thread the sting through the straw

pieces. Tape the ends of the string www.usoe.k12.ut.us/CURR/1science
to the ends of the straw. /scieroo/...living/2.htm
The straw with the string
represents the backbone of the www.kidport.com/grade5/science/V
animal. Practice bending the straw ertebrates.htm
pieces, to model the backbone.
Tape the straw model to the back of www.biology4kids.com:Vertebrtes
the paper bag or sock puppet. Test
the puppet to feel the backbone. www.biology4kids.com/files/vert_m
Draw conclusions about the ain.html
LIFE
animals with backbones.

2. Classify vertebrates according 2. Using plastic animals or picture Harcourt Science Bk. 3 II. Match the animals’ group names
to their characteristics. cards, have students classify to their characteristics.
animals as Vertebrate and www.usoe.k12.ut.us/CURR/1science
Invertebrate. Discuss similarities /scieroo/...living/2.htm
and differences.
3. Describe the traits common 3. Find more pictures of animals that Science Horizon Bk. 3 III. Review Activity
to vertebrates. are vertebrates. Look for traits that Harcourt Science Bk. 3, p. A57
are the same. Share. www.biology4kids.com/files/vert_m E.g.: 1. Name a mammal that lives in
ain.html water. How does it breathe?
Primary Science Curriculum 2010 62

GRADE 3
SCOPE OF WORK
4. Vertebrate Charades – A Student 2. What two features of birds are
acts out a vertebrate and the other most often used to classify them?
students try to guess what it is. Why? (Write/illustrate your
answers using drawings/pictures)
5. Pin an animal on the students back.
With his back to all students. He
can ask only yes or no questions to
SCIENCE
discover his identity.

4. Identify and describe vectors Vectors are animals that spread or 1. Make posters to persuade people to www.vectorpest.com IV. Write a report on:
that are vertebrates. transmit germs and diseases. Some discard of garbage properly to How rodents (rats) affect The
vertebrate vectors include rats, mice eliminate rats. Place posters in the Harcourt Science Bk. 6 Bahamas (Include pictures and
and bats. school or community. graphs). Also include: Methods
There are two types of rats – the School Health & Family Life used to eliminate them.
roof rat (black rat) and the Norway 2. Invite a speaker from Education Curriculum Module –
rat (brown rat). Wherever food and Environmental Health from the Reducing Pests and Insect Vectors.
shelter are plentiful there you will Vector Control Education Section
find the Norway rat. to speak on the effects of Vectors Environmental Health Education
Rats breed in garbage refuges, on our society and ways to Division on Vector Control
LIFE
sewers, old warehouses, back alleys eliminate them. www.usoe.k12.ut.us/CURR/1science

and other places where there is an /scieroo/...living/2.htm
3. Do a research to discover: which
abundance of food.
sites harbour vectors.
The Norway rat lives in burrows www.kidport.com/grade5/science/V
Take pictures, make bar charts,
underground and inside walls. ertebrates.htm
tally charts.
The roof rat climbs and can be
found in upper levels of buildings. www.biology4kids.com:Vertebrtes
Food contamination occurs from
urine and feces of rats. Rat carry a www.biology4kids.com/files/vert_m
lot of diseases some include bubonic ain.html
plagues and salmonella.

GRADE 3
SCOPE OF WORK
To keep rats away good sanitation is
necessary; tightly closed garbage
containers are essential.
Bats also carry disease. Bats spread
the disease called rabies.
Vampire bats lap up the blood of
SCIENCE
cattle horses, livestock and pigs.

Both rats and bats are mammals.
5. Compare mammals to birds. Mammals are covered with hair or 4. Have students bring in a pet Science Horizon Bk. 3 IV. Complete a Venn Diagram to
fur.
fur They give birth to live young mammal (dog, cat, or hamster) to compare mammals to birds.
and feed them with milk. They use compare it to the pet bird in the Harcourt Science Bk. 3 (www.teachervision.fen.com)
lungs to breathe. Humans, goats, classroom. Work in groups to come
sheep, lions, elephants, tigers, dog, up with similarities and differences
cats, monkeys, rats, mice and of both. www.usoe.k12.ut.us/CURR/1science
elephants are mammals. /scieroo/...living/2.htm
Birds are covered with feathers.
feathers Designate a place in the school yard
Feathers help to keep birds warm. to go bird watching. Complete a www.kidport.com/grade5/science/V
LIFE
Some feathers also help birds to fly. field guide and checklist. ertebrates.htm
Birds have wings to help them fly.
Like mammals, birds have lungs to 5. How do bones of a bird and www.biology4kids.com:Vertebrtes
help them breathe air. Many birds mammal compare?
also care for their young for a while Beef bone, chicken bone, balance, www.biology4kids.com/files/vert_m
after they are born. Unlike most metric masses ain.html
young mammals, young birds hatch 1. Observe the inside of beef and
from eggs. chicken bone with hand lens.
Birds have beaks to eat with. The Find the moss.
shape of a bird’s beak determines
what they eat.

GRADE 3
SCOPE OF WORK
The shape of a bird’s feet can be
used to tell where birds live. Birds
reproduce by laying eggs. They are
warm blooded. This means that
their body temperature stays the
same.
6. Compare reptiles, fish and Reptiles have dry scaly skin. They 1. Observe tadpoles collected. Discuss Harcourt Science Bk. 3 V. Complete a Venn Diagram to
SCIENCE
amphibians. live mostly on land. They use lungs the stages of growth over a period of compare reptiles to amphibians.
to breathe air. They lay eggs with time. Observe the pet turtle also in www.usoe.k12.ut.us/CURR/1science
thick leathery shells. Snakes, the classroom. Discuss similarities /scieroo/...living/2.htm Reviews Activity
lizards, turtles, alligators, and and differences. Harcourt Science Bk. 3
crocodiles are reptiles. Most reptiles www.kidport.com/grade5/science/V p. A65
live on land. Most of the young are 2. Group pictures of reptiles into ertebrates.htm
able to meet their needs as soon as groups. Make a poster. E.g.:1. What happens during the
they are born. There are three main a. Reptiles with scales that overlap. www.biology4kids.com:Vertebrtes metamorphosis of a frog?
groups of retiles: lizards and snakes b. Reptiles with shells. 2. List three features that help fish
are in one group. c. Reptiles that live mostly in water. www.biology4kids.com/files/vert_m live and move in water.
LIFE
Their bodies have rows of scales that ain.html 3. What do gills do?
overlap. 3. Sequence pictures to show the life 4. Why do many amphibians stay
Alligators and crocodiles are another cycle of the frog. near the water their whole
group. They live in water most of lives?
the time. They come out of the 4. Take a fieldtrip to Adastra Gardens,
water to sun themselves. Tortoises Adventure Learning Centre, or a
and turtles make up the third group local animal farm to observe
of reptiles. They are the only Vertebrates in their environment.
reptiles with shells. Tortoises live
on land and turtles live in the water. 5. Make a model to show the life cycle
Reptiles are cold blooded animals. of the frog.

GRADE 3
SCOPE OF WORK
Amphibians have smooth moist 6. Picture Prompt – Tadpole to frog www.enchantedlearning.com/subjec V. Which trait is shared by most fish,
skin. They lay eggs in water where Write a story about the picture ts/amphibians/books/froglifecycle amphibians, and reptiles?
their young hatch and remain until showing the stages of the frog from A. Fins
they are adults. A young frog is egg to adult. www.kidzone.com B. Scales
called a tadpole. Young amphibians C. Eggs
do not look like their parents. As 7. Frog & Toads – Read and answer Science Horizon Bk. 4 D. Legs
they grow their bodies change. worksheet. Picture to label and
Make up a Scavenger Hunt Sheet.
SCIENCE
Young amphibians breathe through questions. Harcourt Science Bk. 3

This includes 10 questions for
gills while living in the water but
8. Frog Quiz – 10 questions on the Life students to answer about the
grow lungs when they become
Cycle of a Frog. Vertebrates they will observe on
adults. They are also able to take air
the fieldtrip.
through their skins. Frogs www.kiddyhouse.com/themes/frogs
salamanders and newts are 9. Frog Life Cycle – Label the diagram. AtoZteacherstuff.com
amphibians.
10. Observe a video on the Life Cycle www.dltk-
of a Frog. kids.com/animals/reptiles.html
11. Make models of – amphibians.

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7. Observe and describe body Fish live in water. They are covered 1. Observe a fish in the class-room Science Horizon Bk. 4 I. Label the parts of the fish.
parts of fish and their with scales and have fins.
fins Fins help aquarium. Compare it to the Complete Fish Body Parts and
functions. them move through the water. Fish reptile, and the amphibians. Harcourt Science Bk. 3 Functions Worksheet
breathe through their gills and lay (Treasures in the Sea, p. 63 & 64)
Visit Atlantis Aquarium observe
eggs. Fish are cold-blooded animals.
various types of fish. II. Grouper Adaptations Worksheet
The Nassau Grouper is one of the
largest fish on the reef. It has (5) 2. Clean a fish backbone and place it Treasures in the Sea (Treasures in the Sea, p. 65)
five dark brown bars on the body in a zippered baggie. Observe the
III. Unit Connection
and, a dark band running from the bone, discuss how it helps the fish.
Draw a word web on a paper but
snout, through the eye to the 3. Label the fish body parts and Treasures in the Sea
use pictures in its place. Write the
forehead side of the dorsal fin and a function. word vertebrate in the circle,
dark spot on the base of the tail fin.

GRADE 3
SCOPE OF WORK
It changes colour depending on the 4. Play the Pass the Part Game. Treasures in the Sea stemming from the word will be
environment it is in. This helps to Play a straw relay game to review pictures that are examples of each
hide it so it can ambush fish to eat. parts of a fish. (grouper) vertebrate group. The names will
Humans are the predators that have Materials be placed under each picture
the biggest impact on the grouper − Large illustration of the grouper group.
populations. − Paper to make circles (3”) (Science Horizon Bk. 2, p. 55)
− Photocopy of Pass the Part Clues Treasures in the Sea
SCIENCE
(p. 69) 8 ½” X 11” sheet of card Write two sentences about each
stock or poster board; scissors, vertebrate group.
glue, masking tape; straw for each
student. IV. Complete an animal web.
− Cut out clue boxes and mount Model of fish
them on poster board. Prior to
What it Where it
game have students review the
looks like lives
parts and function of the grouper.
− Divide the class into two teams.
Name of
Distribute straws and circles
vertebrate
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Practice picking up and passing

circles by sucking on the straws.
What it A special
− Place clue cards and circles on
eats Feature
the desk. On the wall or bulletin
board hand the large grouper
pictures.
− Put a piece of tape behind each
circle. After reading the clue the
team member sucks up a circle
with the answer to pass to the
next team player; who sucks it
onto his straw.

GRADE 3
SCOPE OF WORK
This continues until the last V. Complete a Vertebrate Chart.
person attaches the answer onto
Class Reptile Amphibians Fish Bird Mammals
the large illustration in the
Character- Scales
correct place. Once all the clue istics Cold
parts are on the fish, the group Blooded
Lay eggs
which finishes first are the Examples Lizard
winners.
SCIENCE
Snake
Turtle
www.enchantedlearning.com Movement Slither
5. Make fish models www.childfun.com/modulesintern Crawl
Appearance Rough
et4classroomsi4c Leathery
Vertebrate Grab – A running game Slow
Read a statement that describes one www.wolf.org/teacher
or more vertebrate group. Kids
must listen and try to figure out
which group is being described.
Call out a number. The child on
each team with that number will
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run to the centre of the field or

classroom and find the cut out of
that vertebrate group, then run
back to their team before being
tagged.
Vertebrates & Invertebrates at
6. PowerPoint Presentations on www.pppst.com
Vertebrates.
Classification of Vertebrates
Animal Kingdom Vertebrates
Vertebrate Part I & II

GRADE 3
SCOPE OF WORK
8. Infer how body parts of Animal’s body parts help them to 1. Experiment to show How Fur keeps Harcourt Science Bk. 4 VI. Complete a chart to show how
vertebrates help them survive. meet their needs. A bird’s beak mammals warm. (Can also be body parts of each animal help
shape helps it to eat certain types of adapted to feathers of birds) them survive.
food.
A bird’s feathers and a mammal’s fur Materials Harcourt Science Bk. 3 Animal Body Part How it
help them to keep warm. Some − 2 metal cans Helps
Bird Feathers
SCIENCE
mammals have sharp hairs or − Glue www.usoe.k12.ut.us/CURR/1science

whiskers for protection. − Cotton batting /scieroo/...living/2.htm Wings
− Hot water Beak
Scales on a fish help protect the fish − 2 thermometers www.kidport.com/grade5/science/V Mammal Hair/Fur
from disease and from other animals − Classroom clock ertebrates.htm Reptile Scales
in the water. A reptile’s scales Fish Scales
protect it from injury and from Procedure: www.biology4kids.com:Vertebrtes Amphibians Skin
drying out. 1. Make a chart showing Time:
The overlapping scales on a snake Water Temperature in can with www.biology4kids.com/files/vert_m
helps the snake to move. cotton; water temperature in can ain.html
without cotton.
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(Three columns)
Science Horizon Bk. 4
2. Spread glue around the outside of
one can. Then put a thick layer of
cotton around the can. Wait for
glue to dry. Then fluff cotton with
fingers.
3. Teacher fills both cans with hot

water.

GRADE 3
SCOPE OF WORK
4. Place a thermometer in each can.
Record the temperature of the
water.
5. Check the temperature of the water

every 10 minutes for 30 minutes.
Record temperatures on chart.
SCIENCE
Conclude that the can with cotton

stayed hot longer.
2. Experiment:
Birds’ Beaks and Food.
Investigate how the shape of a
bird’s beak is related to the food it
eats.
Materials
Chopsticks/2 pencils
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Pliers
Clothespin raisins
Spoon birdseed
Forceps paper plates
Plastic worms or gummy
worms
− Cooked spaghetti
− Cooked rice
− Peanuts in shells
− Water in a cup

GRADE 3
SCOPE OF WORK
LEARNER OUTCOMES
OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT
Procedure:
Procedure
1. Make a chart showing
Food Best Tool Observation
2. Put tools on the side of the
desk. Tools represent bird
beaks.
SCIENCE
3. Put one type of food in the

middle of the desk at a time.
Try picking up food with each
types of beak
4. Test all beaks with all types of
food. See which beak works
best with which food. Record
your observation in your
chart.
Draw Conclusions.
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GRADE 3
SCOPE OF WORK
TOPIC: DIGESTIVE SYSTEM STRAND 1: STRUCTURE AND FUNCTION
1. Observe visuals or models to The food we eat must be changed 1. Use a diagram to observe the Science Horizon Bk. 3 I. Label the digestive system.
identify the parts of the into nutrients before the body can parts of the digestive system.
Harcourt Science Bk. 2
digestive system. use the energy stored in it. Complete a paragraph using
The digestive system is a group of vocabulary words to describe the
organs that work together to change Harcourt Science Bk. 3 process of the digestive system.
the food we eat into nutrients that
the body can use.
SCIENCE
2. Experiment to communicate Digestion is changing complex foods 2. Observe a video/DVD on digestion Harcourt Science Bk. 4 I. In cooperative groups have students
how food is broken down. into nutrients. Digestion starts in the to see the process. Complete a www.youtube.com/watch?v=ONJzv create a travel brochure identifying
mouth after the teeth break food into worksheet on this. Zbdlqk the major parts of the digestive
small pieces. Saliva is added to food system showing the path food takes
2a. Use puzzle pieces to construct the
to soften and change some food into Science Horizon Bk. 3 through the digestive system.
digestive system.
nutrients. The food then passes along
a tube called the esophagus, then 2b. Match the name label to each
into the stomach. In the stomach part of the digestive system.
3. Investigate to explain the food is mixed with digestive juices. 3. Concentration, word search, www.quia.com
functions of the digestive Food passes from the stomach to the flashcards on digestive system.
system. intestines. As food moves along the
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intestines, the blood absorbs the

digested food and water.
4. Infer how proper nutrition is Nutrition is providing the body with 1. Group food into the main food Science Horizon Bk. 3 I. Place the name of the food group
related to good health. chemicals called nutrients, that the groups (Collect pictures of food). next to examples of foods.
body needs to stay healthy and to www.mypyramid.gov E.g. apple, banana, strawberries –
carry out its functions (do work). 2. Use Food Guide Drum to create a Harcourt Science Bk. 3 Fruit
There are many different nutrients healthy diet.
that the body needs. www.AtoZteacherstuff.com b. Label pictures; write the group
www.nutritionexplorations.org name under each one.
www.nutritionforkids.com Make balanced meals on paper
www.educationworld.com plates by using magazine pictures.

GRADE 3
SCOPE OF WORK
5. Investigate appropriate To get the correct amount of 3. Make a food wheel using paper II. Create a Food Guide Drum using
exercises and food to develop nutrients, we need to eat a wide plates and various pictures. pictures and construction paper.
a healthy lifestyle. variety of foods. Foods are divided
into groups according to the nutrients 4. Plan menus with balanced meals. III. Produce a brochure explaining
they contain. the importance of the Digestive
Meat contains proteins and minerals. 5. Experiment: How can you show Science Horizon Bk. 3 System.
Milk contains vitamins and minerals that there is iron in cereal?
SCIENCE
6. Identify the seven main food and carbohydrates. 6. Make a poster to persuade others to Science Horizon Bk. 3 I. Persuasive poster How to Eat
groups, and explain the Proteins, minerals, carbohydrates and eat healthy. Healthy
nutrients found in each vitamins are nutrients. Nutrients are
group. materials the body uses for making 7. Make a web of Food Groups but use Harcourt Science Bk. 3 II. Picture Web of Food Groups.
new tissue, protecting out systems pictures instead of words.
and giving us energy. III. Complete a worksheet:-
All the foods we eat make up our 8. Cut out pictures of various exercises Harcourt Science Bk. 4 Put an x on the picture that does
diet. A balanced diet includes all he to make a poster on “Keeping Fit”. not show proper health habits.
nutrients the body needs. Eating a Colour the pictures that show
balanced diet helps us stay healthy. 9. Participate in various exercises in proper health habits.
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To eat a balanced diet we should eat the classroom.

foods from each of the food groups IV. Cut out pictures showing healthy
everyday. habits – display on poster board
Another way to stay healthy is to or chart paper.
exercise. Playing active games
(swimming, running, climbing etc.)
are good forms of exercise. Your
muscles stay in shape and your heart
and lungs work better with exercise.
Your body also needs rest. Children
need 8-10 hours of sleep.

GRADE 3
SCOPE OF WORK
A good night sleep helps your body
store up energy for the next day.
Developing healthful habits also
keeps you fit. (E.g. washing hair,
washing hands, before and after
eating, cleaning nails, changing into
clean clothes, all help you keep fit.)
SCIENCE
7. Identify Health Resources. Health Resources include hospitals, 1. Cut out pictures of Health Nutrition Ed. In Pr. Schools i. Write a project on health resources
clinics, doctors, nurses, chemists. A Resource /institutions and persons. Bk. 2 and the importance to the
community nutritionist, a Make a poster. community.
community counselor, dental
services, school health service and Health Resource persons are ii. Create a poster illustrating the
other health service providers. invited to give advice and importance of Health Resources.
information on their discipline.
III. Write a report on the Health
Talks and demonstrations will take
resource person that came to the
place.
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school to share.

GRADE 3
SCOPE OF WORK
TOPIC: PLANTS PARTS AND FUNCTION – PLANTS STRAND 1: STRUCTURE AND FUNCTION IN LIVING SYSTEMS
1. Observe plants to identify Each part of a plant has its own 1. Pull up weeds, observe root hairs Harcourt Science Bk. 3 I. Label the parts of a plant given.
parts using hand lens. function (job to do). Roots hold the with a magnifying lens. Observe Complete sentences on the function
plant in place and help to keep the how soil clings to roots. www.foodforeveryone.org/pdf/FFE_ of each part.
soil from washing away. They also Chpt_8.pdf
take in water and minerals from the 2. Observe two identical potted plants
soil for the plant. Some plants store (Plant A & B). Gently remove the Harcourt Science Bk.
food in their roots. Carrots, potatoes, soil from plant A. Observe what
SCIENCE
yams beets and cassavas are examples happens to plant A. Now compare www.saps.plantsci.com.ac.uk/primp
of this. Stems support the plant and plant A to plant B. Remove the soil arts.htm
transport materials between the roots from plant B. Compare plant B to
and leaves. They hold out the A. Turn plant A upside down in www.its.guilford.k12.nc.us/webques
branches and leaves to catch the pot. Plant B remains right side up. ts/plantquest/
sunlight.
2. Experiment with plant parts Plants with green make food in their Pour 50 ml of water in both plant Harcourt Science Bk. 3 I. Using a variety of (discarded)
and describe their functions. stems. Some plants also store food in pots. Observe and record what materials create a three dimensional
www.foodforeveryone.org/pdf/FFE_
their stems. Leaf is the part of the happened in pot A and B for three plant. Attach plant parts and
Chpt_8.pdf
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plant that makes food. A leaf has days. Evaluate the results in pot A function to the plant, using clothes
veins that carry water and nutrients. and B. Harcourt Science Bk. pins. (Write information on clothes
Leaves help keep the air clean by www.saps.plantsci.com.ac.uk/primp pins using markers.)
taking in carbon dioxide (Co2) 3. Experiment to show how water arts.htm
through small holes on the underside moves through a stem.
of the leaves, plants use carbon Materials www.its.guilford.k12.nc.us/webques
dioxide to make food. When plants 3-1 Litre plastic bottles, water, food ts/plantquest/
make food they give off oxygen. colouring 3 stalks of celery with Science Horizon Bk. 4
leaves attached.
3. Make leaf rubbings using crayons.

GRADE 3
SCOPE OF WORK
3. Investigate to describe the A seed has three main parts. The 1. Soak seeds. Place a seed on a paper Science Horizon Bk. 3 I. Label the parts of the seed given.
function of seed parts. seed coat, the embryo and the stored towel. Open seed. Peel off the Complete a paragraph using
food. The seed coat protects the seed. seed coat. Observe the tiny plant Science Horizon Bk. 3 vocabulary.
The embryo is the baby plant or tiny and the stored food.
plant inside the seed. The embryo 2. Experiment Harcourt Science Bk. 3 II. Sequence the stages of growth of a
feeds on the stored food until the Can a seed without a food supply seed.
www.foodforeveryone.org/pdf/FFE_
seed grows leaves, which can make form a plant? Chpt_8.pdf
SCIENCE
food. Place unopened seed; seed half

4. Experiment with seeds to All seeds have a tiny plant (embryo) Harcourt Science Bk.
with young plant only, in a plastic
describe its growth patterns. inside. For the tiny plant to grow bag on a wet paper towel. Seal the www.saps.plantsci.com.ac.uk/primp
into a tree, seeds need water, air, and bag. Observe. arts.htm
warmth. When the tiny plant
sprouts or grows out of the seed, this 3. Make a seed booklet. Colour and www.its.guilford.k12.nc.us/webques
is called germination. put together. ts/plantquest/
When a seed sprouts, first a root 4. Make a seed poster, with various Harcourt Science Bk. 3
grows down ward, then the stem seeds used for the week. Label each
grows upward through the soil. Then seed. www.thegardenhelper.com/growing
the leaves unfold. Plants also need
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5. Experiment II seeds.html
nutrients from the soil. A plant also
Investigate what seeds need to
needs enough space to grow. As a
sprout. Use a variety of seeds, Harcourt Science Bk. 3
plant gets bigger it forms flowers.
group them by size and shape.
Seeds are formed inside flowers.
Make 3 bags of seeds. Cut paper www.britishcouncil.org/kids-
towel, put a little water on hand stories.-luckyseed.htm
towel, then place hand towel, and
seeds in bags. Seal the bags. Growing Seeds (Teacher’s Guide)
Label the bags 1, 2 and 3. Tape the McGraw-Hill Book Company
bags to the inside of a window. Use Elementary Science Study
hand lens to observe the seeds for
10 days.

GRADE 3
SCOPE OF WORK
6. Make up a chart showing seeds and Harcourt Science Bk. 3 III. Cut pictures of the stages of a
Days. Write in next to each group bean seed apart. Colour and put
of seeds what was observed each www.turnbacktogod.com_stories in order to make a seed booklet.
day. Discuss conclusions.
IV. Create chart depicting steps in
7. Make a list of twenty foods you eat the experiment, chart conclusion
that come from plants. Identify also.
SCIENCE
how many of these come from

roots, stems, leaves, fruits, seeds V. Make graph strips to create a bar
and flowers. Make bar graph. graph showing the growth of
seeds as recorded. Glue these
8. Hands on Science:
strips on a sheet of paper.
Seeds
What are parts of seeds
Materials
Several Pinto Beans
1 jar with lid
Water
LIFE
Paper towel
This experiment takes one day.
a. Place beans in jar of water;
close lid.
b. Leave jar in a refrigerator or
cool place overnight.
c. Remove beans from jar and dry
them.
d. Carefully remove seed coat
from a bean. Use your
fingernails to split the bean
open.

GRADE 3
SCOPE OF WORK
Read: The Seed Story I. Word Search about plants.
Answer questions II. Crossword puzzle. (questions
Other activities listed: pertaining to seeds and their
a. Venn Diagram on Plants growth patterns.
(Comparing 2 plants –
Flowering/ Non-Flowering
b. Unscramble Plant words
SCIENCE
c. Word Search on Plants

d. Vocabulary Sheet – Define 16
plant words
e. Crossword Puzzle
LIFE

GRADE 3
SCOPE OF WORK
TOPIC: ECOSYSTEMS STRAND 1: ORGANISMS AND THE ENVIRONMENT
1. Investigate living and non- An ecosystem is a place where living 1. Visit a garden and observe and I. Make a chart labeled:
living things in a garden and non-living things interact with record the names of all living and Living Non-Living
ecosystem. each other and depend on each nonliving things present. Choose a Place names of organisms and other
other. Plants and animals are the method of presenting your findings things under each heading.
living things in an ecosystem. The to the rest of the class. E.g.
non-living things include rocks, soil, Living Non-
Non-Living
water and air. Plants Rocks
SCIENCE
Animals Soil
Water
Air
2. Observe a variety of model A vegetable garden is a garden that 1. Experiment with seeds to create a Technology Link: II. Answer true and false questions
gardens (visuals) or real to grows vegetables and other plants containerize vegetable garden. About.com: Gardening about each ecosystem.
identify types of gardens. useful for human consumption in 2. As plants sprout use a ruler to Write a letter to your parents
(Vegetable, flower). contrast to a flower garden that measure the growth of seeds. convincing them to grow a
exists for aesthetic purposes. It Record results. (Plant seeds that vegetable garden in their backyard.
typically includes a compost heap, grow quickly) Give at least three reasons.
and several plots of divided areas of
3. Experiment with seeds to 1. Draw a Venn diagram to compare Technology Link: III. Keep a garden journal to record
land, to grow various types of plants.
create a containerized the vegetable garden and About.com: Gardening steps taken from Day 1. Record
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A containerized garden could be

vegetable garden. garden/farm. growth of seeds. Take or draw
made from a box covered with
2. Make a picture collage showing pictures for the journal.
plastic; an old tire or big pots, large
4. Use ruler to measure the pictures of the rocky shore on one
food cans, wooden boxes, pails,
growth of seedlings. side and sandy shore on next side.
washtubs, and flower pots.
Vegetables such as carrots, radishes, 3. Choose the type of container to
lettuce, tomatoes and peppers are grow vegetables in the classroom.
perfect for container gardens. Put holes at the bottom or use
Styrofoam to soak up excess water.
Place soil with peat mix and
fertilizer pellets. Add seeds. Water
daily.

GRADE 3
SCOPE OF WORK
LEARNER OUTCOMES CONTENT ACTIVITIES
ACTIVITIES RESOURCES METHOD OF ASSESSMENT
5. Investigate the rocky and The rocky and sandy shores are 1. Go on a field-trip to a beach to A Field Guide to the rocky and I. Make models of rocky and sandy
sandy shores to identify living ecosystems. Animals and plants that observe and discuss the rocky and sandy shores (Bahamas National shore ecosystems.
and non-living parts. live in these ecosystems can sandy shore ecosystems. (Use hand Trust)
6. Observe and classify plants withstand ocean water rising tides lens)
and animals of rocky and and other harsh conditions. www.mbayaq.org
2. Make models of animals that live on
sandy shores, using hand lens. Some animals you would find are:
the rocky and sandy shores.
7. Compare a vegetable garden Starfish, crabs, periwinkle, whelks. I. Use Venn Diagrams to compare
SCIENCE
and garden/farm. Compare 3. Draw and colour pictures of plants rocky and sandy shore ecosystems.
rocky and sandy shores. that live on the rocky and sandy
Some plants you would find are: shores.
tiny grass, sea oats, seaweeds, algae 4. Make models of rocky and sandy
shores.
Rocky and Sandy Shores

5. Animal “I Spy”
a. Print out the poster of animal
habitats.
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b. Put on your “detective hat” and

see how many creatures, you
can spot or identify on the
poster.
c. Online Field Guide
Find out more about the
animals and plants of coastal
and beaches and dunes.
d. Colouring Pages
Print out pictures of animals on
the sandy shore. Make a
coloruing book.

GRADE 3
SCOPE OF WORK
WORK
8. Observe a coral reef ecosystem The grouper lives in the coral reef. 1. Take a tour of Atlantis’ aquarium to Treasures in the Sea I. Make a model of the Nassau
to identify the home of the They often rest on the seafloor under observe the grouper. Grouper.
grouper. ledges, around caves and in crevices www.whoi.edu/oceanus/viewarticle.
2. Take a trip to the coral reef on the
and cracks on the reef. do II. Coral Reef in a box-group activity.
semi-submarine.
Bahamas National Trust Resource
3. View a video about coral reefs. Library
4. Make a model of a coral reef in a Harcourt Science Bk. 4
SCIENCE
shoe box.
www.aureliapress.com
www.samoa.co.uk/reefs
9. Research information on the The grouper is endangered because 1. Write a report on the effects of Treasures in the Sea III. Report on the Threats to the
grouper to explain why they they are exceptionally vulnerable to over fishing of the grouper. Grouper.
are endangered. over-exploitation because of their
2. Make a poster to encourage
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spawning aggregation, which form in Ministry of Agriculture and IV. Create a poster to persuade
fishermen to obey the laws related to
predictable areas and predictable Fisheries fisherman not to over fish and to
the grouper.
10. Investigate to infer what times, and from which fish can be obey laws governing fishing.
threats affect the grouper. caught prior to reproduction. wetpixel.com>…>TheGalley>Conser
vationandtheEnvironment

GRADE 3
SCOPE OF WORK
11. Research and discuss laws Direct threats to grouper include 3. Invite a speaker from The Bahamas National Trust V. Write a story titled: Why I
that protect the grouper. uncontrolled fishing on spawning Department of Fisheries to talk Should Protect The Grouper.
aggregations, spear fishing, and the about the Grouper Laws. The Government of The Bahamas –
capture of juveniles in mesh traps. Department of Fisheries VI. Create an illustrated comic strip
Other threats are habitat destruction, explaining the importance of
coral breakage, siltation, run off, www.bahamas.gov.bs/bahamasweb2 protecting the grouper.
SCIENCE
dredging, sewage, and other /.../

contaminants harm coral reefs and
nursery areas. Department of Agriculture and
To protect the Nassau Grouper a Fisheries
closed season from December to
February was established. This www.laws.bahamas.gov.bs/statutes/s
protects the grouper when they tature_CHAPTER_242.htm/
gather in spawning aggregations and
are the most vulnerable. Other www.bahamasb2b.com/news/story.
measures are: marine parks and php?title=bahamas...grouper
reserves where fishing of the grouper
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is prohibited; enforcement of the

minimum legal harvest size of three
pounds.

Fundamental concepts and principles of earth and space science are related to the origin, structure and physical phenomena of the Earth and the Universe.
GRADE 3
SCOPE OF WORK
TOPIC: EARTH MATERIALS STRAND 2: PROPERTIES AND STRUCTURE OF EARTH SYSTEMS
1. Investigate to identify Earth’s A natural resource is something 1. Read textbooks, encyclopedias, visit Harcourt Science Bk. 2 I. List natural resources found in the
natural resources and their found in nature or earth that people the internet to define natural earth.
uses. can use to meet their needs. Natural resources.
resources include air, water, soil, Science Horizon Bk. 3 II. Make a poster of Natural
plants, animals, minerals and fuels. 2. Make a web to show the various Resources.
Natural resources are used in many natural resources.
SCIENCE
ways. Air is found above the earth’s Harcourt Science Bk. 3 III. Fill in chart under each resource
3. Use picture cards to match a
surface. Air is a mixture of gases. of 5 ways each resource can be
product to the natural resource
Oxygen is a gas found in the air that used.
from which it came.
animals need to breath in. Plants Science Horizon Bk. 2
need carbon dioxide gas from the 4. Experiment to show where air is
air. Water is also needed by living found. Place a glass of water on the
things. Without water they would table. Observe bubbles in water. www.ecofriendlykids.co.uk/Natural
die. Water is found all over the Bubbles prove that air is in water. ResourcesEarth
earth. 75% of earth is water. There
are two kinds of water on earth. 5. What things have air inside? Test 3
Salt water and fresh water. Salt objects by placing them in water.
EARTH
water can be found in the ocean.

Fresh water can be found in rivers, 6. Experiment with two types of
ponds, streams and lakes. Some water salt and fresh water.
water on the earth is solid. Solid 7. Make a chart headed: How People
water is ice. At the North and South Use Resources. Under each
Poles it is always cold. The ice and resource, list as many ways as
snow do not melt. These are called possible people use them.
glaciers and ice bergs.
Soil is also used for growing crops 8. Make poster or booklet. Cut out
and making bricks. Plants are used pictures which show people using
for food, furniture, paper and natural resources (of each natural
clothes. Minerals are used to make resource being used by people).
coins, furniture and jewelry. Share ideas.

GRADE 3
SCOPE OF WORK
2. Communicate the importance Natural resources are needed for the 1. Have a discussion about why Science Horizon Bk. 2 I. Grade group work on natural
of natural resources to the survival of people. People need air to people need natural resources. resources.
survival of people. breathe, air dries wet clothes, air fills
tires on cars and balls. Air helps 2. Work in groups. Each group covers Harcourt Science Bk. 2
things to fly and hot air balloons to a specific natural resource to
rise. Moving air which is wind can display its importance to the
SCIENCE
be changed into electricity. Winds survival of people – poster,

turn the blade of a windmill which brochure, song, rap, skit, poem.
turns wheels to produce electricity. Science Horizon Bk. 3
Water is needed for drinking, 3. Write a story on the topic, “What
bathing, cleaning, washing clothes would happen if the world ran out
and dishes, swimming, boating and of gas?” OR EEK – Environmental Education
for transporting things on the ocean. “What would happen if there was for Kids
Water is also used to make no more gas in the world?” www.dnr.state.wi.us/org/caer/ce/eek
electricity at power plants.
Minerals are used to make coins, www.wapa.gov/newsroom/pdf/hyfr
furniture and jewelry. Fuels are
EARTH
obook.pdf
used to run engines of cars, trucks
etc, in factories, power companies
and many other uses.
3. Investigate the sources of air, Pollution is any unwanted matter 1. Take/find pictures of air, land and Harcourt Science Bk. 3 I. Create a poster on sources of
water, and land pollution. that can be added to air, water or water pollution. Make a poster pollution and ways to avoid land
soil. Air pollution is caused when showing various forms of pollution. pollution.
cars, trucks, and factories burn fuels. Harcourt Science Bk. 2
This can hurt people’s lungs. Rain 2. How does an oil spill affect marine Design an apparatus to clean up oil
combines with air pollution and falls life? Science Horizon Bk. 2 spills from water. Explain how this
to the ground. This pollutes the Experiment: apparatus works.
land and water. When harmful Oil www.greenstudentu.com/encyclope
materials are dumped into the Feathers dioypollution
water, this causes water pollution.

GRADE 3
SCOPE OF WORK
Liquid detergent
Water
Observe what happened to the

feather. (Discuss how this would
affect the birds flying ability.) Use
SCIENCE
detergent and fresh water to clean

the feather.
Place oil in water. Dip the feather

into the water with oil.
4. Investigate to discover ways People can help keep the air clean. 1. Develop classroom, school, Harcourt Science Bk. 2 I. Make a display showing how to
to prevent pollution. Use buses or trains instead of cars. neighborhood clean ups on a prevent pollution.
They should not burn leaves or regular basis.
trash. They can keep the water Science Horizon Bk. 2 Graph data of garbage collected at
clean by not dumping garbage into 2. People can make less trash by school. (Using bar or circle graph)
EARTH
5. Communicate the role of the water. They can keep the earth reusing and recycling – create www.recycle.com/kidshtml II. Write an essay about: My Role As
students as environmental clean by having clean up campaigns useful items out of things that will An Environmental Steward.
stewards. regularly. They can make less trash usually be thrown away.
by recycling or reusing things.
Reuse means to use over again. 3. Beach Clean Up-Get students
People can recycle glass, paper, cans involved in Project Beach-to pick
to make different things. up trash examine the type of trash.
Pollution in water and on land (Beach Buddy) Dolphin Encounter
makes them dirty, unhealthy and
unsafe for humans and other living 4. Take a survey of the type s of
things. These things that dirty the garbage collected in the
water , land or air are called classroom/school.
pollutants.

GRADE 3
SCOPE OF WORK
A steward is someone who is 5. Recycling Round up (Soda cans www.home.howstuffworks.com
committed to caring for something recycling project)
that was given to him or her.
Environmental stewards help to 6. Pollution Patrol – Keep track of
conserve our natural resources. garbage accumulation around
Conservation is the wise use of school or neighborhood; take notes.
SCIENCE
resources. We can conserve Report to Environmental Health or

resources like water and energy by School P.T.A.
using them only when necessary.
6. Research ways to explain to Recycling makes resources last 1. Make it crystal clear. Experiment Science Horizon Bk. 2 I. List ways to care for the water, air,
care for earth’s resources. longer. If aluminum is recycled, less to show the best filters for and land. (Make a chart.)
aluminum, called bauxite, needs to cleaning dirty water. Bahamas National Trust CARING FOR
be mined. If plastic is recycled less NATURAL RESOURCES
2. Experiment
oil is needed to make new plastic. Dolphin Encounter Bahamas Air Land Water
Investigate items that can be
When paper is recycled fewer trees 1. 1. 1.
recycled. Collect aluminum cans
must be cut down. Recycling helps 2. 2. 2.
EARTH
to be recycled to be sent to Waste

reduce pollution. Making products 3. 3. 3.
not. (cans For Kids)
from recycled plastic and water
cause less pollution. 3. Investigate whether soil and sand Harcourt Science Bk. 2
can clean water. Put filter paper
in a funnel rest it in a container. www.theteachersguide.com/earthda
Add sand and soil to make a ylessonplans.htm
natural filter. Pour coloured
water into your sand/soil. Filer.
Observe. Does the sand/soil filter
clean the coloured water?
4. Have a “Save the Earth” poster
competition.

GRADE 3
SCOPE OF WORK
TOPIC: EARTH MATERIALS STRAND 2: CHANGES IN EARTH AND SKY
1. Explain the water cycle and The process by which water changes 1. Experiment: Investigate how fresh Harcourt Science Bk. 2 I. Label a worksheet which shows the
its relationship to weather form liquid into water vapour and water and salt water evaporate water cycle. Include: evaporation,
and climate. returns to earth as rain, hail or show Materials: condensation, precipitation.
is called the water cycle. − Masking tape-spoon Harcourt Science Bk. 3 Also, answer questions about the
The first step in the cycle begins − 4 identical jars water cycle.
2. Interpret diagrams to explain when the sun heats the water. The − Measuring cup
SCIENCE
changes that occur at each water then evaporates. This means − Water - 2 jars lids
that water changes form a liquid into − Salt – ruler Science Horizon Bk. 3
phase of the water cycle.
a. Put a strip of masking tape down
a gas and rises into the air as water
the side of each jar.
vapour. www.kidzone.ws/water/
b. Using the measuring cup, pour ½
When the water vapour reaches
cup water into each jar. Stir a
cooler air it condenses, which means www.learningscience.org/psc2dprop
spoonful of salt into 2 of the jars.
it changes from a gas to a liquid, then Mark these with S. Mark the
changmatter.htm
forms clouds. The drops of water in others F.
clouds join up until they are too c. Make a mark on each type to show
heavy to float. Then, they fall to the how high the water is. Then put
EARTH
ground as rain. Because the cycle lids on one S jar and on F jar.
repeats itself continuously, water is d. Predict which jar the water will
always being recycled. evaporate from first. Record.
e. Place the jars in a sunny place.
f. Observe jars for a week. Each day
mark how high the water in each
jar is. Draw conclusion.
Water Cycle
Discover how much water you use
daily. Use the chart to indicate water
usage and consider ways to conserve
water.

GRADE 3
SCOPE OF WORK
TOPIC: EARTH MATERIALS STRAND 2: CHANGES IN EARTH AND SKY
2. Zip lock bags, coloured water, tape.
a. Fill each bag halfway with
water. Zip the bags closed.
b. Tape one bag to a window in
the sun. Tape the other bag to Harcourt Science Bk. 3
a window in the shade.
SCIENCE
c. After 30 minutes, observe both Harcourt Science Trade Books –

bags. Which bag shows more “How Raindrops Fall”
change?
d. Infer what caused the change.
3. Make a model of the water cycle.
3. Experiment to describe how A cloud forms when water vapour in 1. How to make a cloud model? Use a www.schoolscience.rice.edu I. As an application of what they
clouds are formed. the atmosphere condenses (turns to clean mayonnaise jar. Put 2 cm of Science Horizon Bk. 2 learned, each student could draw a
tiny drops of water). Condensation water in jar. Drop match in. Cover picture of how a real cloud would
happens when the water vapour rises, quickly with cut balloon and secure form, and explain the effects the
www.physcialgeography.net/funda
cods, and changes from a gas to liquid with rubber band. Turn off lights. warm earth would have on cloud
mentals/80.html
water. These drops of water in a Use flashlight near the jar. Push formation.
EARTH
cloud are so small they stay up in the down on balloon sheath for few www.infoplease.com/ce6/weather/A
air. secs. Pull up. A cloud forms. C857399.html
4. Classify clouds according to Cirrus Clouds are thin, feathery 1. Go outside for several days and I. Grade the models of clouds.
their traits. clouds that form high in the sky and identify the different types of (Activity 2)
5. Investigate to describe bring rain or snow. clouds seen. Make a group of the Label each type of cloud.
weather conditions associated Cumulus Clouds are big and fluffy different clouds seen. Tell which www.eo.ucar.edu/webweather/clou
with different types of clouds. and are usually associated with fair were seen the most and the least. d3.htm/
weather. 2. Use cotton, glue and construction
Stratus Clouds look like a dull grey paper to form the different types of Google: A to Z Teacher Stuff
blanket. They form close to the clouds. Glue cotton to construction (Internet)
ground and bring rain. paper and label each one.
Explain the difference between rain Department of Meteorology –
clouds and thunderstorm clouds. Bahamas

GRADE 3
SCOPE OF WORK
TOPIC: EARTH MATERIALS STRAND 2: Universe and the solar system
1. Experiment with models to The sun is a star, it is a huge ball of 1. Experiment with a globe or a ball Amazing–spacestsci.edu I. Write true or false beside each
demonstrate Earth’s position hot, glowing gases that give off and a flashlight to assimilate the KidsAstronomy.com sentence.
in relation to the sun. radiant energy like other stars. It is 1 rotation of the Earth and how we (games, puzzles, quiz)
million times larger than earth. The get day and night. www.nasa.gov/audience/forkids/kid II. Answer questions on the content.
sun is in the centre of the solar sclub After observing the sunset for a
system. Earth is the third planet Read: What Makes Day & Night by period of one week, create a flip
book made from several small
SCIENCE
from the sun. Earth has only one Franklyn Branley

moon. A planet is a large body of horizon drawings to animate the
rock or gas that orbits the sun. An Harcourt Science Bk. 2 changing position of sunset.
2. Experiment to describe the orbit is the path an object takes as it Classroom.jc-schools.net/sci- Harcourt Science Bk. 2
motion of the earth around moves around another object. units/earth.htm (Play Astro Bingo)
the sun. Science Horizon Bk. 3
3. Experiment to explain the Earth spins like a top. This is called www.enchantedlearning.com/subjects Science Horizon Bk. 4 I. Match the word to its meaning.
terms orbit, revolve and rotation.
rotation Rotation is the spinning of /astronomy/moon/ (interactive orbit revolution
rotate. an object on its axis. Earth’s axis is activities) Harcourt Science Bk. 4 rotation axis
an imaginary line that goes through Movement of earth around the
the North Pole and South Pole. sun
EARTH
Earth rotates on its axis every 24 Imaginary line through North

hours. One rotation takes a day. and South Pole
Earth also circles the sun. This is spinning of an object on its axis
called a revolution. A revolution is Path an object takes as it moves
the movement of earth around the around another object.
sun. Earth makes one revolution Have students make drawings that
around the sun every 365 ¼ days. show the early morning, noon and
One revolution takes Earth a year. late afternoon sun in the sky.
Include the shadows that the
objects in the drawing cast on the
ground and to write the time of day
in the lower right hand corner of
the drawing.

GRADE 3
SCOPE OF WORK
4. Interpret visuals to show Earth has seasons because its axis is Investigate how Earth’s tilt causes Harcourt Science Bk. 3 I. Identify each season – Write the
various seasons. tilted. This means Earth is tipped to seasons. name beside it.
one side. The tilt changes the way Experiment: Harcourt Science Bk. 2
the sunlight hits Earth at different Materials In groups, create trees for each
times of the year. This changes the Clear tape meterstick www.kidexplorers.com season and present on a poster.
amount of light and heat Earth’s graph paper wooden block
SCIENCE
surface gets. For part of the year the Large book Black marker www.weatherquestions.com/what_c
top of the axis (North Pole) points in Flash light Red marker auses_the_seasons
the direction of the sun. This is
1. Tape the graph paper to the book.
summer in the northern half. During www.youtube.com/watch?v=DuiQv
2. Hold flashlight about 50 cm above
that time the south Pole points away PLWziQ
the book. Shine the light straight
from the sun. When Earth is in this
down. The beam will make a circle
5. Investigate to discover what position, it is winter in the southern www.ndbc.noaa.gov/educate/season I. Students describe and sequence the
on the paper. If the circle is bigger
causes seasons. half three months after summer s.shtml seasons, illustrate the weather that
than paper bring the light closer.
starts. is associated with each season, and
3. Have a partner use the black
explain how the Earth's movement
marker to draw around the light
EARTH
around the sun causes seasons.

beam on paper.
4. Observe the brightness of light on
the squares. Record.
5. Keep the flashlight in the same
position. Have a partner put a
block under one end of the book
and use the red marker to draw
around the light on the paper.
6. Observe brightness on squares.
Suppose the paper was Earth’s
surface and light was the sun.
Which area would have warmer
weather?

GRADE 3
SCOPE OF WORK
Experiment: Harcourt Science Bk. 3
Why do we have seasons?
Materials
Styrofoam ball
Two pencils See – A Look At Rotation
SCIENCE
Flashlight
1. Stick a pencil through the middle of How does day become night?
the ball, this represents Earth’s axis.
2. With the other pencil, draw a line
around the middle of the ball. This
is the equator. Put the earth on the
table. The axis should lean to the
right.
3. Shine the flashlight on the left side
of the earth. The light represents
the sun. Place the light about 13
EARTH
cm away. Observe where the light

rays hit the ball.
4. Shine the light on the right side of
the Earth. Where do the light rays
hit the ball? Compare how the
light hits the ball each time.
Draw conclusions. How does this
explain seasons in the northern half
of the Earth?

Fundamental concepts and principles of physical science include the study and analysis of the nature and properties of living and non-living matter and energy.
GRADE 3
SCOPE OF WORK
TOPIC: MATTER STRAND 3: PROPERTIES AND CHANGES IN MATTER
1. Experiment with Matter is anything that has mass and 1. Put a number of objects on the Harcourt Science Bk. 3 I. Give students 10 pictures. They
manipulatives to identify takes up space. Matter is table. Students observe objects to will write under the picture
matter as solids, liquids and everywhere. The three states of see if they take up space, have Science Horizon Bk. 3 whether it is solid, liquid or gas.
gases. matter are solid, liquid and gas.
gas volume and a definite shape. Make (Activity #3)
SCIENCE
A solid takes up space and has a three groups of objects - Solids,

II. Make a list of the breakfast and
definite shape. It does not lose its Liquids and Gases.
lunch items that were eaten the
shape.
day before. Place them under
Liquids have volume that stays the
Solid, Liquid, Gas.
same, but it can change its shape. A
2. Investigate concrete models to 2. Cut out pictures of each kind of Harcourt Science Bk. 3
liquid takes the shape of its
compare some characteristics matter. Glue them under the correct
container.
of solids, liquids and gasses. state of matter: Solid, Liquid, Gas.
A gas does not have a definite shape.
3. Classify models into solids, 3. Making A Table “As A Matter of Fact” (Internet) III. Create an item involving solid and
It takes the shape of the container.
liquids and gasses. Divide the table into Solids, Liquids (Categorizing items) liquid. Explain the function of
It fills empty spaces. A gas does not
and Gases. Look at pictures of objects www.abcteach.com the solid liquid and gas in this
have a definite volume. given. Put then under the correct
PHYSICAL
item.
state of matter. E.g. book, pencil, rock. Houghton Mifflin Science Bk. 4
These are solids. Unit B
4. Experiment
What can we find out about gases? Science Horizon Bk. 3
Materials
bowl of water www.chem4kids.com:Matter
clear plastic cup
paper towel
Procedure
1. Push paper towel tightly in the cup
at the bottom.
2. Turn the cup upside down. Push it
straight down in the water.
3. Lift the cup straight out the water.

GRADE 3
SCOPE OF WORK
4. Infer what happened. (The
paper towel should be dry,
because the air took up the space
in the cup, when it was pushed
SCIENCE
down in the water.)
5. Investigating Liquids. Have a

variety of containers with
different shapes. Show students
that the same amount of liquid is
in each container but because of
the different shapes one
container may appear to have
more than the other.
PHYSICAL
4. Experiment to show how Water can be a solid, gas or a liquid. Experiment Harcourt Science Bk. 2 I. Write a report on the findings of
matter changes from one Water as solid may be ice or snow. 1. How can water change? your experiment and share it with
form to another. Water as gas is water vapour. Materials: Science Horizon Bk. 2 the class.
Ice Cubes Cloth
Lamp Clock Houghton Mifflin Science Bk. 4
a. Discuss ways to make an ice
cube melt faster. www.chem4kids.com:Matter
b. Plan an investigation for the two
ways. www.education.jlab.org/reading/pro
c. Record the time it takes each ice perties_and_changes.html
cube is melt?
d. Communicate to a classmate
which way caused the ice to
melt faster.

GRADE 3
SCOPE OF WORK
Experiment
2. How much liquid changes to a Gas?
Procedure:
a. Pour 100ml of water into a
SCIENCE
measuring cup.
b. Put the measuring cup in the
windowsill in the sun.
c. After several days measure and
record how much water is in the
cup.
5. Investigate objects to observe The physical properties of matter 1. Physical Properties Investigate the Harcourt Science Bk. 3 I. Students will observe various
the physical properties of include its colour, size, shape and properties of different objects. Make objects in the classroom and give
matter, forms and properties texture. A physical property is up a chart with columns for the Science Horizon Bk. 3 their physical Properties.
of Matter. anything you can observe about an object and each property, such as E.g. ball – small, red, round, soft
object using your senses. Matter can colour, dull, shiny, hard, soft, rough www.slideshare.net/.../physical-
PHYSICAL
also break, bend, stretch and magnets and smooth. Objects to be tested are: properties-of-matter-presentation
attract objects with iron. Penny Key
Nickel Cotton Balls
Marble Candy
Students will show
− How it Looks
− How it Feels
− How it Smells
− How it Sounds
6. Experiment to discover the Matter can be measured using a 1. Use a metric ruler to measure the I. Write which unit would be used to
length, volume and mass of variety of instruments. Rulers, length of a desk, book, pencil. Use measure various items.
objects. metersticks, measuring tapes are used a meterstick to measure door, E.g. 1 cup of water-millilitre or
to measure length. Length can be chalkboard etc. litre (Use all metric units)
measured in meters and centimeters
or in yards, feet and inches.

GRADE 3
SCOPE OF WORK
2. Use measuring cups, beakers
graduate cylinders and scales to
discover the volume and mass of
SCIENCE
selected objects.
7. Interpret the metric table to Scales and balances are used to 2. Study the Table of Measurements. Harcourt Science Bk. 2 I. Match the tool to be used to
identify metric units used to measure mass. Mass is measured in measure certain objects.
measure length, volume and grams and kilograms or in pounds 3. Investigate the mass, and volume of E.g. – mass of a book-balance scale
mass. and ounces. objects. Harcourt Science Bk. 3 – length of a shoe-ruler
Materials
− Balance
− 3-C-cell batteries Sliver Burdett Science Bk. 4
− 3-D-cell batteries
− Clear plastic cup
PHYSICAL
− Marker
− Water masking tape
− 3 containers (different sizes)
Part A
www.HowtoReadaMetricRuler/eHo
a. Place a C-cell battery in the pan
w.com
on the left side of the balance
scale.
www.ehow.com
b. Put a D-cell battery in the pan
on the right side. Record
which battery is heavier.
c. Add C-cells to the left side and
D-cells to the right side until,
the pans are balanced.

GRADE 3
SCOPE OF WORK
Record the number of C-cells and www.thinkmetric.org.uk/ I.
D-cells you use.
www.gpschools.com
Activities using Metric
SCIENCE
E.g. Marine, Measurement, Length,

Capacity and Mass worksheet.
8. Experiment with a graduate A graduated beaker is used to Part B Harcourt Science Bk. 3 II. Have students conduct a survey of
to measure the volume of measure volume in units of milliliters Fill the Cup half full with water. which container can hold the most
liquids and solids. and litres. Use a piece of tape to mark how Science Horizon Bk. 4 water. They can verify their
high the water is in the cup. predictions by measuring and
Predict how high the water will be www.wisc- comparing the amounts of water
in each container if you pour the online.com/objects/index_tj.asp?obji each container can hold, then
water into it. Mark each prediction d=gch302 graph and interpret the results.
with a piece of tape. Write P (for
PHYSICAL
Prediction) on the tape. www.oakcreek.k12.wi.us/...Ruler%2

c. Pour the water into the next 0and20graduate%20lab.pdf
container. Mark the height of
the water with a piece of tape.
Write A (for Actual) on the
tape.
d. 5. Repeat step 4 for each of the
other containers. (Draw
Conclusions)

GRADE 3
SCOPE OF WORK
TOPIC: MATTER STRAND 3: FORCES AND ENERGY
1. Investigate to discover the All energy in the universe comes from 1. Collect pictures to show how the Harcourt Science Bk. 3 I. Organize pictures that show sources
sources of energy. the sun. Energy can occur in different sun provides energy to Earth. of energy. Then write how each is
forms. The food we eat, the gas we used on a daily basis.
put in our cars and the electricity that Harcourt Science Bk. 2
SCIENCE
lights our homes can all be traced

back to the sun’s energy. Plants need
energy from the sun to make food. Energy Lesson Plans (Internet)
Heat from the sun warms everything www.eere.energy.gov/education
on Earth. Fuels such as coal and oil,
contain huge amounts of energy.
Fuels can release energy that can be
changed into electricity. Electricity
can be made by using other kinds of
energy found in nature, such as wind,
moving water, oil or coal.
PHYSICAL
2. Research information to Heat comes from sunlight and from Science Horizon Bk. 2
define fuels. burning things. Things that are
3. Investigate to discover how burned and give heat are called fuels.
fuels
fossil fuels are formed. Oil, gas, wood, and coals are kinds of
4. Interpret information on the fuels. All living organisms store Harcourt Science Bk.3
uses of energy from fossil energy. When they die, their bodies
are slowly buried by soil. Over many
fuels.
years this material is pressed together
until it turns into fuel, like oil or coal.
This is called fossil fuel. Gasoline and
heating oil are made from fossil fuels.
To release the energy stored in fossil
fuels, the fuels must be burned.
Burning release heat that can be
changed into other types of energy.

GRADE 3
SCOPE OF WORK
LEARNER OUTCOMES
OUTCOMES CONTENT ACTIVITIES RESOURCES METHOD OF ASSESSMENT
5. Investigate the different Some forms of energy. 1. Work in groups to find pictures of Science Horizon Bk. 2 I. Place the form of energy under
forms of energy. Sound Energy, which can be heard. each type of each type of energy. each picture. List two other things
Light Energy can be heard/seen. Each group will cover one form. that use these forms of energy.
Heat Energy can be felt. Make up a display to present to the
SCIENCE
Mechanical Energy causes things to class. Lesson Review

move. Harcourt Science Bk. 3 1 Science Horizon Bk. 2
2. Investigate a way to get thermal
Electrical Energy allows an electric p. 145
energy. (Heat Energy)
current to operate things like toasters.
Materials:
Metal Small piece of wool
Button Sheet of paper
Penny
1. Hold hands together. Palms
touching. How do they feel?
Record what you observed.
PHYSICAL
2. Predict what you will feel if you

rub them together. Record.
3. Now rub hands together very fast
for 10 seconds. Record
observations.
4. Predict what will happen if a penny
is rubbed on wool. Form an
hypothesis. Rub button on wool
for 10 secs. Record observation.
5. Rub penny with paper. Record
observation. Draw conclusion.

GRADE 3
SCOPE OF WORK
6. Communicate the various Light Energy − Use a flashlight with different types Harcourt Science Bk. 3 I. Make a word map with all the
forms of energy and their Some objects give off their own light. of materials to see which things light forms of energy.
uses. The sun and stars give off light. People passes through. Write 2 uses of each energy under
7. Experiment to discover light use light in many ways. its heading.
SCIENCE
heat, sound, electricity and We use lamps to read. A flashlight is Experiment:

their characteristics. used to find something when lights go What Gets Hot?
off. Materials:
Heat Energy Wooden spoon water
Heat energy is used to change matter. Plastic spoon plastic
People use heat to warm homes, take Metal spoon cup w/handle
baths, wash dishes and clothes, to 3 foam cups Metal cup w/
cook food, dry clothes and so on. Ceramic mug handle
Sound Energy
People use sound energy to hear 5. Fill three foam cups with water (hot).
music, telephone, fire engines,
PHYSICAL
ambulances police cars etc. 6. Put one spoon in each cup. Wait one
8. Research information to Electricity is used for light and heat to minute.
identify objects that transfer run machines. Energy can be changed − Make a musical instrument. Make
electricity. from one form to another. E.g. A a kazoo using a paper towel roll
toaster uses electricity, electricity is with a hole. Cover one side with Science Horizon Bk. 3
changed to heat. The heat toasts the wax paper. Secure with rubber
bread. band.
− Listen to a sound tape to see how Science Horizon Bk. 4
many sounds students can identify.
− Make a list of objects in your home
that use electricity to work.

GRADE 3
SCOPE OF WORK
7. Gently touch each spoon. Which
one is hottest? Record how hot
each spoon is-cool, warm, hot.
SCIENCE
8. Next fill each cup with hot tap

water. Wait one minute. Gently
touch each handle. Which one is
hottest? Record, Draw conclusions.
9. Experiment with magnets to Magnets can move iron objects Experiment: I. Circle the objects that can be
discover which objects attract without touching them. A natural Which metals have magnetic attracted to magnet.
or repel. magnet is called a loadstone. Magnets properties?
come in various shapes: Materials: Make a chart
Magnet Straight pin Write: Object, Attract, Repel
Penny Scissors
Piece of foil Aluminum Magnets
PHYSICAL
Paper clip Object Attract Repel

Procedure: Harcourt Science Bk. 3
1. Copy chart showing Name of
Object Magnetic/Non-
Magnetic. Magnetic Activities (Internet)
2. Place the magnet next to the www.proteacher.com
penny. Is the penny magnetic?
Record.
3. Repeat step 2 for all the objects.
Record results.
Draw conclusions:
Are metals attracted by a magnet?
Which kinds are attracted by
magnets?

GRADE 3
SCOPE OF WORK
LEARNER OUTCOMES CONTENT ACTIVITIES
ACTIVITIES RESOURCES METHOD OF ASSESSMENT
10. Research information on A magnet has two ends called I. Make a list of things that work with
magnets and their uses. magnetic poles. A magnet has a magnets. Find pictures to
north seeking pole (N) and a south accompany words.
seeking pole (S). E.g. Computers
SCIENCE
Magnets are used to make electric Television

motors and generators for telephones, Radios
lights, electric heat, television or Telephones
computers, trains. Magnets hold
things up or pick up small things
sewing pins, electric can openers,
holds things on the refrigerator.
11. Investigate and interpret Conservation is the wise use of 1. Make slogans and posters to 50 Simple Things Kids Can Do To I. Write 5 ways to conserve:
pictures to identify resources. We can conserve our sensitize the public to the need for Save The Earth − Water
conservation. resources like energy and water by conservation. − Trees
using them only when necessary and Harcourt Science Bk. 3 − Energy
PHYSICAL
in needed amounts. Also, by 2. Be a leak seeker. Look for water

recycling and avoiding the use of leaks at home.
things that harm the environment. Conservation – Water (Internet)
3. List products that destroy the www.greenbiz.com
environment. Make a list of
alternate products that can be used
that will not harm the
environment. Harcourt Science Bk. 3
− How much waste does your
class throw away?

GRADE 3
SCOPE OF WORK
12. Analyze and share ways to 1. Make a chart showing items that I. Have the students draw pictures
conserve energy. were thrown away. E.g. cardboard and write a short paragraph on
and other paper; energy conservation for a bulletin
SCIENCE
− Glass containers board display.

− Plastic containers
− Plastic wrappings and bags;
− Magazines and newspapers
2. Record the number of items that

were thrown away. Total all things
that were thrown away.
Draw conclusion. How can your
class recycle more?
PHYSICAL
In cooperative groups, students will

complete an Energy Checklist
around the school. They will
observe energy being conserved
and put a tick in the space beside
“conserved.” If they observe energy
being wasted, they will put an x in
the space next to “wasted. Have
students discuss the results of their
survey.
In groups, students will discuss

ways to conserve energy in their
school.

OBJECTIVES FOR GRADE THREE
THEME 1: SELF AND INTERPERSONAL RELATIONSHIPS

SUB GOAL 1: Examine the characteristics of the individual, family, school, and community in order to build strong healthy relationships and
improve lifestyle choices
Standard 1.1: Express an awareness of their uniqueness
Objectives 1.1.1: Recognize factors that contribute to a positive self-concept (Knowledge)
Appreciate their uniqueness and develop confidence and pride in their abilities and talents (Attitude)
Demonstrate behaviours and skills that promote self-improvement (Skill)
Standard 1.2: Demonstrate respect for people and all things living
Objectives 1.2.1: Recognize the differences that exist among people (Knowledge)
Respect and appreciate people who are different from them (Attitude)
Demonstrate acceptance and inclusion of people of different race, ethnicity, religion, and custom (Skill)
Standard 1.3: Analyze the influences that impact personal development (media, peers, family, community, etc.)
Objectives 1.3.1: Explore ways in which the community influences their lives (Knowledge)
Respect and appreciate the people in their community (Attitude)
Advocate for safe, healthy school communities (Skill)
Standard 1.4: Demonstrate the ability to use mental and emotional health knowledge, skills and strategies to enhance wellness
Objectives 1.4.1: Distinguish among conflict, violence, vandalism and harassment (Knowledge)
Demonstrate willingness to communicate feelings, ideas and opinions in a positive way to foster good relationships (Attitude)
Apply critical thinking, decision-making skills to make healthy decisions (Skill)
Standard 1.5: Identify behaviors (appropriate and inappropriate) and analyze the impact on the individual, family and community (values)
Objectives 1.5.1: Recognize helpful and harmful drugs and their effects on the body (Knowledge)
Respect rules regarding the use of medicines and other drugs (Attitude)
Demonstrate responsibility and willingness to avoid harmful drugs (Skill)
52
THEME 2: SEXUALITY AND SEXUAL HEALTH

SUB GOAL 2: Develop action competencies to reduce vulnerability to risky behaviours including STIs, HIV and AIDS (Adapted from CARICOM
HFLE Regional Standard 4, 2005)
Standard 2.1: Discuss and analyze characteristics, values, mores (norms) which influence human sexuality
Objectives 2.1.1: Recognize sexuality as a personal view of maleness or femaleness and examine factors that influence ones sexuality (Knowledge)
Explore the roles, responsibilities and biases (stereotyping) related to gender (Knowledge)
Appreciate their uniqueness and the way their body functions (Attitude)
Demonstrate cooperation and support for each other as they work and play together (Skill)
Standard 2.2: Examine issues that affect their human sexuality
Objectives 2.2.1: Recognize abuse as any form of ill treatment against an individual or animal (Knowledge)
Demonstrate their right to be appreciated and protected (Attitude)
Apply decision-making skills to seek help when abuse occurs (Skill)
Standard 2.3: Demonstrate knowledge of the causes, effects and treatment of STIs, HIV and AIDS
Objectives 2.3.1: Explore general causes and prevention of communicable diseases (Knowledge)
Appreciate the way their bodies function in disease prevention (Attitude)
Practice good hygiene and healthy habits for disease prevention (Skill)
THEME 3: NUTRITION AND PHYSICAL ACTIVITY (EATING AND FITNESS)

SUB GOAL 3: Demonstrate healthy food choices and engage in regular physical activity
Standard 3.1: Recognize the relationship between food choices and lifestyle diseases such as: type 2 diabetes, hypertension, heart diseases, etc.
Objectives 3.1.1: Recognize the relationship between nutrition and health (Knowledge)
Appreciate eating healthy foods and snacks (Attitude)
Apply decision-making skills to make healthy food choices (Skill)
53
THEME 3: NUTRITION AND PHYSICAL ACTIVITY (EATING AND FITNESS) CONT’D
Standard 3.2: Examine how the Dietary Guidelines for The Bahamas can be used to make informed food choices
Objectives 3.2.1: Recognize the importance of a balanced diet (Knowledge)
Standard 3.3: Recognize the benefits of regular physical activity to achieving and maintaining good health
Objectives 3.3.1: Recognize exercise, rest and sleep as important components of physical fitness (Knowledge)
Demonstrate willingness to engage in physical activity (Attitude)
Involve themselves in activities that promote an active lifestyle (Skill)
THEME 4: MANAGING THE ENVIRONMENT

SUB GOAL 4: Demonstrate lifestyle choices that are in harmony with the environment
Standard 4.1 Demonstrate knowledge of the environment and its impact on their health and well-being
Objectives 4.1.1: Recognize the natural resources in their communities and their functions (Knowledge)
Appreciate the environment in which people live, work and play (Attitude)
Apply decision-making, advocacy and communication skills to protect the environment (Skill)
54
HEALTH AND FAMILY LIFE EDUCATION (HFLE) CURRICULUM
GRADE LEVEL: Three (3) THEME: Self and Interpersonal Relationships

improve lifestyle choices.
STANDARD 1.1: Express an awareness of their uniqueness.
OBJECTIVES 1.1.1: Recognize factors that contribute to a positive self concept (Knowledge)
Appreciate their uniqueness and develop confidence and pride in their abilities and talents (Attitude)
Demonstrate behaviours and skills that promote self –improvement (Skill)
LIFE SKILLS: Social: Communication, Interpersonal skills (for developing healthy relationships) and Cooperation
Cognitive: Decision-making, Critical and Creative thinking
Emotional / Coping: Self-awareness, Self acceptance and Healthy self-management
TEACHING AND
CONTENT ACTIVITIES EVALUATION STRATEGIES
Traits are the characteristics or other qualities (physical, mental, Level 1: Identify five physical traits Creative expression
emotional and social) that make a person special. (Review
Grade 1, Standard 1.1: Physical Traits and Grade 2, Level 2: List at least one trait under each of the Cooperative learning
Standard 1.1 Character Traits) headings: physical, mental, emotional and social.
Role play
Self-concept refers to the way a person views (feels about) Level 3: Complete level 2. Identify which of the traits
they could change and which they could not change. Tests and quizzes will be given
himself or herself. Self-concept can be positive or negative. when appropriate
People with a positive self-concept will: Levels 1 – 3:
Discussion on factors influence the development of Self assessment
- Have high self-esteem (ability to like and respect self)
- Have confidence in themselves self-concept e.g. family, friends, school, church the Teacher observation of students’
- Feel valued and secure media, etc. interaction
- Take personal interest and pride in themselves Working as partners, create an “I Am Special” poster.
- Make responsible decisions Teacher assessment of students’
Have each student draw the partner’s face and positive activities e.g. posters, role play
Having a low self-concept can contribute to: character traits about their classmates on their poster. and other student activities
- Poor decision making Role play scenarios promoting positive self-concept.
- Low self-esteem and lack of self-confidence
55

STANDARD 1.2: Demonstrate respect for people and all things living.
OBJECTIVES 1.2.1: Recognize the differences that exist among people (Knowledge)
Respect and accept people who are different from them (Attitude)
Demonstrate acceptance and inclusion of people of different race, ethnicity, religion, and custom (Skill)
Cognitive: Decision-making, Problem solving, Conflict Resolution, Critical and Creative thinking
Emotional / Coping: Self-awareness and Self acceptance,
TEACHING AND
Cultural, ethnic and religious differences make Level 1: Research information on religions in The Bahamas. Role play
people unique and special.
Level 2: Complete a project on the denomination or church Cooperative learning
Religious differences – worship experiences, that they attend – When it was established; membership and
religious beliefs, Biblical beliefs. Research
Cultural differences – food, entertainment, dress, Guest speakers
language, lifestyle and customs. Level 3: Research project on the culture of different
Ethnic differences – race, nationality, language, Bahamian islands e.g. foods produced, entertainment, way of Oral presentation
cultural heritage life, etc.
Tests and quizzes will be given
People are diverse and have different ways of doing Levels 1 – 3: when appropriate
things, but they all have the same needs. (Review Discussion on different customs and beliefs
Grade 1, Standard 1.3: Needs) Role play scenario: A new student from a different country Teacher observation of students’
has been placed in your class. What can you do to help the interaction
It is important to show respect for people’s beliefs student feel accepted?
and not judge them as being wrong or unimportant. Teacher assessment of students’
Invite guest speakers from the community to share their activities e.g. research, role play and
experiences about their religious beliefs or cultural heritage. other student activities
56

STANDARD 1.3: Analyze the influences that impact personal development (family, friends, community, media, technology, etc).
OBJECTIVES 1.3.1: Explore ways in which the community influences their lives (Knowledge)
Appreciate the people in their communities (Attitude)
Advocate for safe, healthy school communities (Skill)
Cognitive: Decision-making, Conflict Resolution, Critical and Creative thinking,
Emotional / Coping: Self-awareness and Self acceptance
TEACHING AND
A community is a place where people live, work, Level 1: Create a poster board of people who live in a Field trips – A walk through the
play and attend school and church. community and describe the work that they do. school community.
A community must be clean and safe to protect the Level 2: Identify five occupations of persons who Guest presenters : Parents, pastors,
lives of people who live there. make their school a safe and healthy place. Describe policemen, entrepreneurs, etc.
what the school would be like if no one did these jobs.
Many people work to keep the community healthy Interview and survey instruments
and safe e.g. teachers, policemen, pastors, doctors, Level 3: Interview a representative from their
nurses, farmers, taxi or bus drivers, carpenters, community about the job that he/she does to keep the Role play, Tests and quizzes will be
plumbers, crossing guard, entrepreneurs, etc. community safe. given when appropriate
Safe practices in communities include: Education, Levels 1 – 3: Teacher observation of students’

sporting events, clean up campaigns, worship, Discussion about the importance of safety in their interaction
special celebrations, etc. communities. Design a poster to promote safety in each Teacher assessment of students’
of the following categories: activities e.g. projects and role play
Unsafe practices in communities include: Drug use, - Safety indoors
violence, vandalism, accidents, crime, etc. - Safety outdoors (school, playground, park, roads, etc)
- Car safety
57

STANDARD 1.4: Demonstrate the ability to use mental and emotional health knowledge, skills and strategies to enhance wellness.
OBJECTIVES 1.4.1: Distinguish among conflict, violence, vandalism and harassment (Knowledge)
Demonstrate willingness to communicate feelings, ideas and opinions in a positive manner to foster good relationships (Attitude)
Apply refusal and conflict resolution skills to make healthy decisions (Skill)
Cognitive: Decision-making, Critical and Creative thinking, Conflict Resolution
TEACHING AND
Conflicts are disagreements that you have Level 1: compile a list of positive attitudes, values Brainstorm the meaning of conflict, violence,
with other people. and skills that can prevent violence in the vandalism, harassment and bullying.
community.
Conflicts can lead to violence (physical or Role play
verbal force against self and others). Level 2: (a) Identify how drugs and violence can
hurt the community. Guest presenters: Parents, pastors, policemen, etc.
Violence is one of the leading causes of (b) List different ways people can prevent violence
death in the world today. Cooperative learning
in the community.
Vandalism, a form of violence, is willful Game “Get Caught Doing Something Good”
Level 3: Create a picture book showing how to
destruction of public or private property. demonstrate respect for self, people, animals and Media analysis
Littering and graffiti are forms of property.
vandalism. Tests and quizzes will be given when appropriate
Levels 1 – 3:
Teasing and bullying are forms of Practice conflict resolution in a variety of scenarios. Teacher observation of students’ interaction
harassment. Examples of teasing and
bullying are isolation, name calling and Role play various scenarios which demonstrate (a) Teacher assessment of students’ activities e.g.
other verbal assaults, pushing and other positive and negative attitudes; (b) Demonstrate projects and role play
physical assaults verbal and non-verbal means of communication.
58

STANDARD 1.4: Demonstrate the ability to use mental and emotional health knowledge, skills and strategies to enhance wellness.
OBJECTIVES 1.4.1: Distinguish among conflict, violence, vandalism and harassment (Knowledge)
Demonstrate willingness to communicate feelings, ideas and opinions in a positive manner to foster good relationships (Attitude)
Apply refusal and conflict resolution skills to make healthy decisions (Skill)
Cognitive: Decision-making, Conflict Resolution, Critical and Creative thinking,
TEACHING AND
Factors that contribute to unhealthy behaviours include: Levels 1 – 3 cont’d: Brainstorm the meaning of conflict, violence,
anger, low self-esteem, differences of opinions, stress and Conduct a survey of various TV vandalism, harassment and bullying.
strain between persons, and lack of respect for people and programmes that include violence,
property. vandalism or bullying. Role play
Communication is one of the most important skills in Decide whether these programmes Guest speaks – parents, pastors, policemen, etc.
dealing with conflicts or disagreements. People need to provide (a) positive messages; Cooperative learning
talk to each other. (b) negative messages
Game “Get Caught Doing Something Good”
Guidelines to good communication. Create a positive message for at least
- Agree that there is a problem. one of the programmes Media analysis
- Listen to each opinion
- Work together to reach an agreement. Tests and quizzes will be given when appropriate.
Ways to avoid bullying Teacher observation of students’ interaction

- Never tease and encourage school mate not to tease Teacher assessment of students’ activities e.g.
-Be aware of the other person’s feelings projects and role play
- Keeping an open mind and show respect and compassion
59

STANDARD 1.5: Demonstrate the ability to use knowledge, life skills and health enhancing strategies to address risky behaviours.
OBJECTIVES 1.5.1: Recognize helpful and harmful drugs and their effects on the body (Knowledge)
Respect rules regarding the use of medicine and other drugs (Attitude)
Demonstrate responsibility and willingness to avoid harmful drugs (Skill)
LIFE SKILLS: Social: Communication, Negotiation, Refusal and Cooperation
Cognitive: Decision-making, Problem solving, Critical and Creative thinking
Emotional / Coping: Self-awareness, Self-acceptance and Healthy self-management
TEACHING AND
Over the counter medicines (OTC) can be purchased Level 1: Compile a list of commonly used OTC Guest presenters: Persons representing various
by an adult without a doctor’s order. Drug stores and medicines and their uses. organizations e.g. pharmacists, Bahamas
grocery stores sell OTC. OTC medicines can be used Pharmacy Association, Bahamas National Drug
to treat pains, fever, colds, coughs, etc. The label on Level 2: Examine labels of OTC medicines Make Council, Drug Enforcement Unit, Adolescent
OTC medicines gives directions for using the a list of what drugs they have heard about that are Health.
medicines safely. against the law and are harmful to their health.
Research
A prescription medicine is a drug that must be ordered Level 3: Compare and contrast how OTC and
by a doctor who writes the order called a prescription. prescription medicines are (a) alike; Cooperative learning
A pharmacist fills the doctor’s written prescription. b) different.
Artistic expression
Prescription medicines, like all medicines must be Levels 1 – 3:
Discussion on the difference between OTC and Tests and quizzes will be given when
used correctly. appropriate.
prescription medicines.
Drugs such as alcohol and tobacco damage the body. Oral presentation
They can also change a person’s mood and behaviour Research the dangers and effects of alcohol and
(angry or sad, act silly or behave dangerously). Drunk tobacco. Teacher observation of students’ interaction
drivers can hurt or kill people and themselves. People Create jingles or rap to encourage others to refuse
also kill or harm others for drugs. Teacher assessment of students’ activities
harmful drugs.
60
GRADE LEVEL: Three (3) THEME: Sexuality and Sexual Health
SUB GOAL 2: Develop action competencies to reduce vulnerability to risky behaviours including STIs, HIV and AIDS (Adapted from
CARICOM HFLE Regional Standard 4, 2005)
STANDARD 2.1: Discuss and analyze the characteristics of human sexuality.
OBJECTIVES 2.2.1: Recognize sexuality as a personal view of maleness or femaleness and examine the factors that influence sexuality (Knowledge)
Explore roles, responsibilities and biases (stereotyping) related to gender (Knowledge)
Appreciate their uniqueness and the way their bodies function (Attitude)
Emotional/Coping: Self-awareness and Self-acceptance
TEACHING AND
Sex is a part of sexuality. Sex means being born male or Levels 1 – 3: Brainstorming
female. Vocabulary: Word search of key terms –
sex, sexuality, male, female, feelings, Vocabulary: Word search of key terms.
Sexuality refers to a person’s view of himself or herself as gender behaviour, etc.
male or female. It includes the way people express their Guest presenters: persons representing
feelings, how they relate to each other, as well as physical Students will complete a survey various careers.
attraction. identifying persons or institutions that Creative expression
influence their sexuality e.g. Who are the
Individuals learn about their sexuality from their parents, people in your life who taught you to be a Surveys
family members, friends, the media, imitating others, boy or girl? What did you learn from each
society, etc. one, and how did you learn it? Role play
Gender refers to an individual’s behaviour based on sex Role –play boys and girls engaged in Tests and quizzes will be given when
(male or female). different roles. Students will discuss the appropriate
Gender roles are the set of rules laid down by society impact of self and society. Teacher observation of students’ interaction
about the way males and females should behave. Teacher assessment of students’ activities
61
STANDARD 2.1: Discuss and analyze the characteristics of human sexuality.
OBJECTIVES 2.2.1: Recognize sexuality as a personal view of maleness or femaleness and examine the factors that influence sexuality (Knowledge)
Explore roles, responsibilities and biases (stereotyping) related to gender (Knowledge)
Appreciate their uniqueness and the way their bodies function (Attitude)
TEACHING AND
In today’s society males and females are provided Levels 1 – 3 cont’d: Brainstorming
opportunities to explore many roles. Each gender can Create a personal poster board with pictures
pursue any career they choose, e.g. males can become and samples of the things and activities they Vocabulary: Word search of key terms.
airline hosts or nurses, and females can work as enjoy. Students will share their creation Guest presenters: persons representing various
priests, carpenters or electricians. It is acceptable for with the class. careers.
boys and girls to like or do a variety of things.
Level 1: Create a poster using pictures of Creative expression
both sexes engaged in various jobs or
activities. Surveys
Level 2: Conduct a survey in the class on Role play

the type of chores that students engage in at
home and in their community. Tests and quizzes will be given when appropriate
Teacher observation of students’ interaction
Level 3: Research various roles of
males/females in the home, church, jobs, Teacher assessment of students’ activities
politics, etc.
62

STANDARD 2.2: Examine issues that affect their sexuality.
OBJECTIVES 2.2.1: Recognize abuse as any form of ill treatment against an individual or animal (Knowledge)
Demonstrate their rights to be protected and appreciated (Attitude)
Apply decision-making skills to seek help when abuse occurs (Skill)
TEACHING AND
CONTENT ACTIVITY EVALUATION STRATEGIES
Abuse is any form of ill treatment against an individual. Level 1: Compile a list of the forms Brainstorming
Forms of Abuse: of abuse.
Physical Verbal/ Emotional Sexual Creative writing
●Hitting ●Name calling ●Fondling Level 2: Categorize various forms
of abuse and give examples of each. Research
●Slapping ●Threats ●Inappropriate
●Kicking͓ ●Harassment touching Level 3: Choose one form of abuse Guest presenters from the
●Punching ●Constant ●Kissing and write an essay describing what Department of Social Services,
●Biting screaming ●Cornering individuals should do if they are Adolescent Health Services,
●Chocking ●Refusal to ●Holding on lap abused and where to seek help. School Nurse, Lawyer-Attorney
●Burning communicate ●Spanking on General’s Office.
●Destroying item or pets ●Humiliation hips Levels 1 – 3:
●Pulling hair ●Intimidation ●Assault List agencies/support groups in the Tests and quizzes will be given
●Withholding basic needs – food, ●Isolation from ●Rape community that provide assistance when appropriate
money clothing, privileges, etc family and friends ●Incest for persons who are abused. Teacher observation of students’
interaction
Most child abuse occurs within the family. Invite a representative from one of
An abused child usually has low self-esteem and a poor self-concept. these agencies to speak about Abuse Teacher assessment of students’
Victims of abuse can receive help to cause the abuse to end. activities
63

SUB GOAL 2: Develop action competencies to reduce vulnerability to propriety problems including STIs, HIV and AIDS (Adapted from
STANDARD 2.3: Demonstrate knowledge of the causes, effects and treatment of STIs, HIV and AIDS.
OBJECTIVES 2.3.1: Explore general causes and prevention of communicable diseases (Knowledge)
LIFE SKILLS: Social: Advocacy, Communication, Cooperation, Negotiation and Refusal
Emotional/Coping: Self-awareness, Self-acceptance and Healthy self-management
TEACHING AND
CONTENT ACTIVITY EVALUATION STRATEGIES
A disease is a condition that damages or weakens parts of the Levels 1 – 3: Brainstorming
body. There are many causes of diseases. Vocabulary: Word search of key terms –
disease, communicable, organism, virus Research
Communicable or infectious diseases are caused by pathogens. infectious, Universal Precautions, etc.
Pathogen is an organism or virus that causes disease. Pathogens Guest presenters: School nurse or
spread disease when they are passed from one person to another. Level 1: Create a poster describing ways Health professional in the community
Pathogens cause diseases only if they grow and multiply in the to prevent diseases. Creative expression
body. (Review Grade 2, Standard 2.3: How Communicable
Diseases are Spread). Level 2: (a) List the type of diseases Cooperative learning
prevented by immunizations; (b) Explain
Immunizations are given to protect people for communicable the importance of immunization to one’s Tests and quizzes will be given when
diseases such as meningitis, mumps, measles, rubella and polio. health. appropriate
Everyone needs these vaccines in order to stay healthy
Level 3: Create a chart illustrating Teacher observation of students’
Non-communicable or Non-infectious Diseases (Review Grade communicable diseases. List their interaction
2, Standard 2.3: Non Communicable Diseases) symptoms and prevention, and identify Teacher assessment of students’
germs that cause the disease. Identify
Some diseases and health conditions are preventable. activities
preventive measures.
- Avoid alcohol, tobacco and other drugs.
64

SUB GOAL 2: Develop action competencies to reduce vulnerability to propriety problems including STIs, HIV and AIDS (Adapted from
STANDARD 2.3: Demonstrate knowledge of the causes, effects and treatment of STIs, HIV and AIDS.
OBJECTIVES 2.3.1: Explore general causes and prevention of communicable diseases (Knowledge)
LIFE SKILLS: Social: Advocacy, Communication, Cooperation, Negotiation and Refusal
ACTIVITY TEACHING AND
CONTENT EVALUATION STRATEGIES
-Eat healthy foods; Avoid foods that are high in salt, fat and sugar. Levels 1 – 3: Brainstorming
- Exercise regularly to reduce the risk of diseases. Conduct a research of
- Visit the doctor for annual check-ups, early detection and treatment. their family history to Research
- Get enough rest and sleep. inherited diseases. Guest presenters: School nurse or
- Drink lots of liquids to avoid dehydration. Health professional in the
- Avoid contact with persons who are ill with infectious diseases. Create a book marker
of healthy and community
- Enjoy periods of relaxation, quiet time, time alone with God.
unhealthy foods. Creative expression
Universal Precautions
Universal Precautions are steps to help prevent diseases caused by blood borne pathogens. Cooperative learning
- Wash hands in soap and water.
- Put on protective gloves, if available. If you don’t have gloves, have the injured person Tests and quizzes will be given
hold the gauze or cloth in place with his or her hand. when appropriate
- Wash small wounds with soap and water. Do not wash serious wounds (see a doctor Teacher observation of students’
immediately). interaction
- Place a clean gauze pad or cloth over wound. Press firmly for ten minutes. Don’t lift the
gauze during this time. If after ten minutes the bleeding has not stopped, continuing Teacher assessment of students’
pressing on the wound and get help. activities
65
GRADE LEVEL: Three (3) THEME: Nutrition and Physical Activity

SUB GOAL 3: Demonstrate healthy food choices and engage in regular physical activity.
STANDARD 3.1: Recognize the relationship between food choices and lifestyle diseases such as Type 2 Diabetes, Hypertension, Heart Disease, etc.
OBJECTIVES 3.1.1: Recognize the relationship between nutrition and health (Knowledge)
LIFE SKILLS: Social: Cooperation, Negotiation, Refusal and Advocacy
CONTENT ACTIVITY TEACHING AND
EVALUATION STRATEGIES
Nutrition is the study of food or nutrients the body needs to be healthy and Level 1: Identify nutrients Brainstorming
prevent diseases. that the body needs for good
health. Research
The body needs nutrients (carbohydrates, proteins, fats, vitamins, minerals and
water) to stay healthy. Level 2: Explain how the Self-expression
body uses nutrients. Creative expression
Functions of Nutrients
Provide Energy Promote growth and development Regulate body functions Level 3: Classify foods Cooperative learning
Carbohydrates Proteins Proteins according to their nutritional
Proteins Fats Fats value (nutrients). Food preparation and demonstrations
Fats Vitamins Vitamins
Minerals Minerals Level 1: Create a list of Tests and quizzes will be given when
Water Water healthy locally produced appropriate
foods and snacks. Teacher observation of students’
Some nutrients such protein, fats, vitamins, minerals and water provide more interaction
than one function. Level 2: Identify local foods
that (a) provide energy; Teacher assessment of students’
Foods provide the nutrients the body needs for good health. Eating the right (b) promote growth and activities
foods in the appropriate amount can help reduce the risk of certain health development.
problems and diseases e.g. heart disease, diabetes, stroke and cancer. (c) regulate body functions
66

STANDARD 3.1: Recognize the relationship between food choices and lifestyle diseases such as Type 2 Diabetes, Hypertension, Heart Disease, etc.
OBJECTIVES 3.1.1: Recognize the relationship between nutrition and health (Knowledge)
Brainstorming
Nutrients Food Source Level 3: Plan healthy
Protein all types of meat, poultry, fish, beans, peas, soybeans, nuts, meal for breakfast, Research
milk, eggs cheese and yogurt. lunch or dinner using Self-expression
Carbohydrate rice, maize, wheat and other cereals, all types of potatoes, locally produced foods.
roots and sugars. Creative expression
Fat oils, meats and meat products, butter, milk products, some Levels 1 – 3:
types of fish, nuts and soybeans. Design a poster to Cooperative learning
Vitamin A dark-green vegetables, carrots, sweet potato, tomatoes, illustrate how different Food preparation and
pumpkin, mango, papaya, eggs and liver. nutrients affect the demonstrations
Vitamin B dark-green vegetables, nuts, beans, peas, cereals, meat, fish body.
and eggs. Tests and quizzes will be given
Vitamin C fruits and most vegetables, potatoes. when appropriate
Vitamin D eggs, milk, fish, fortified cereals.
Teacher observation of students’
Vitamin E parsley, fish, spinach, plant oils.
interaction
Vitamin K cheese, spinach, broccoli, liver.
Minerals (Iron, meat, fish, nuts, beans, peas, dark-green leafy vegetables Teacher assessment of students’
Calcium) and dried fruits, milk, cheese, yogurt. activities
67

STANDARD 3.2: Examine how the Dietary Guidelines for The Bahamas can be used to make informed food choices.
OBJECTIVES 3.2.1: Recognize the importance of a balanced diet (Knowledge)
A diet is the food that an individual eats or drink. Level 1: List the seven food Brainstorming
groups and at least two foods from
A balanced diet is made up of healthy amounts of different foods. A balanced each group. Research
diet gives the body everything it needs to stay healthy.
Level 2: Explain the importance of Self-expression
The Dietary Guidelines for The Bahamas is used to make healthy choices eating a balanced meal.
when planning meals. Its purpose is to increase the consumption of root Creative expression
crops, fruits and vegetables and limit the intake of fat, sugar and salt. Level 3: Explain the purpose of Cooperative learning
the Dietary Guidelines for The
The Dietary Guidelines for The Bahamas Bahamas. List rules to follow Food preparation demonstrations
- Choose a variety of foods daily. when selecting foods.
- Make starchy vegetables, peas and beans a part of your diet e.g. cassava, Creative expression
sweet potato, plantain, pumpkin. Levels 1 – 3: Tests and quizzes will be given
- Choose a variety of fruits and vegetables everyday. (The cereals and Choose foods that make a when appropriate
starchy vegetables, vegetables and fruits groups make up the majority of balanced meal from the menu of
foods in the Dietary Guidelines). the school tuck shop, lunch Teacher observation of students’
- Avoid eating too many foods from the fats oils and sweets groups. These vendors or food restaurant. interaction
nutrients are already found in foods from other groups. Discuss whether the choices were
Teacher assessment of students’
- Drink plenty of water everyday. healthy.
activities
68

STANDARD 3.3: Recognize the benefits of regular physical activity to achieving and maintaining good health.
OBJECTIVES 3.3.1: Recognize exercise rest and sleep as important components of physical fitness (Knowledge)
2. Demonstrate willingness to engage in physical activities (Attitude)
3. Involve themselves in leisure activities that promote an active lifestyle (Skill)
LIFE SKILLS: Social: Communication, Cooperation, Refusal and Advocacy
Exercise, rest and sleep are important in maintaining a healthy lifestyle. Level 1: Identify the benefits of Brainstorming
(Review Grades 1 and 2, Standard 3.3, Exercise and Physical exercise, rest and sleep.
Activity) Research
Level 2: Explain the effects of
The body needs rest after engaging in school work, chores and other exercise, rest and sleep on the Self-expression
activities. body. List some physical Creative expression
activities that contribute to rest
Benefits of rest and sleep and relaxation. Cooperative learning
Rest is good for the mind body and spirit.
- It allows your heart and other muscles to slow down Level 3: Research sporting Demonstration
- Provides relaxation e.g. meditation. activities that Bahamians
- Provides inspiration through reading, drawing, listening to music, etc. generally engage in for Creative Expression Tests and quizzes
relaxation. will be given when appropriate
Sleep is a form of rest. Sleep is important and necessary for everyone. Teacher observation of students’
The body needs between eight to ten hours of sleep every night. Levels 1 – 3: interaction
Depravation of sleep can lead to illness or poor attention span. Practice different games and
exercises for rest and relaxation. Teacher assessment of students’ activities
- During sleep, the body stores energy from the foods eaten.
- The heart rate and breathing rate slow down. Design a poster to promote rest
- The body repairs damaged cells and makes new cells. and exercise.
69
GRADE LEVEL: Three (3) THEME: Managing the Environment

SUB GOAL 4: Demonstrate lifestyle choices that are in harmony with the environment.
Standard 4.1: Demonstrate knowledge of the environment and its impact on our health and well-being.
OBJECTIVES 4.1.1: Recognize the natural resources in their communities and their functions (Knowledge)
Appreciate the environment in which they live, work and play (Attitude)
Apply decision-making, advocacy and communication skills to protect the environment (Skill)
LIFE SKILLS: Social Skills: Cooperation, Advocacy and Communication
Cognitive Skills: Decision-making, Creative and Critical thinking, Problem solving, Goal-setting
Emotional/Coping Skills Self-awareness and Healthy self-management
Natural Resources in The Bahamas include: the sun, sand, sea, Level 1: Describe the role the environment Brainstorming
people, lakes, blue holes, parks, water, food, land, etc. plays in the preservation of life.
Guest presenters from environmental
Benefits of Natural Resources Level 2: List ways to demonstrate stewardship organizations in the community.
Provides beauty and appreciation. (good citizenship) of the environment.
Natural resources provide protection and keep us healthy. Research
Provide employment and income for its people. Level 3: Research the various natural resources
in The Bahamas (a) their importance, (b) Self-expression
- Plant native trees at home, school or in the community. They
give shade and give off oxygen that helps people and animals benefits. Creative expression
breathe. Levels 1 – 3: Cooperative learning
What communities can do to protect the environment Have students bring items to school e.g. plastic
- Organize projects to reduce and recycle garbage. containers, egg cartons, aluminum cans, glass Tests and quizzes will be given when
- Educate the community on being good environmental bottles, shoe boxes, etc. Children will appropriate
stewards. demonstrate methods to reuse or recycle these
Teacher observation of students’
- Use sustainable resources (resources that will last over time items. interaction
and have to be replaced often). Research on how garbage is collected and
- Advocate for laws that safeguard and protect the environment. Teacher assessment of students’
disposed of in their respective communities. activities
70

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DEPARTMENT OF EDUCATION

Primary School Mathematics

The Bahamas Primary School Mathematics Curriculum 81

4. How are Roman numerals used in everyday life?

5. What is the difference between the numerator and the denominator?

6. What steps are involved in finding equivalent fractions?

The Bahamas Primary School Mathematics Curriculum 82

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

• Give students a set of numbers. Have them

The Bahamas Primary School Mathematics Curriculum 83

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

a. On each number, underline a digit

The Bahamas Primary School Mathematics Curriculum 84

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

The Bahamas Primary School Mathematics Curriculum 85

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

The Bahamas Primary School Mathematics Curriculum 86

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

The Bahamas Primary School Mathematics Curriculum 87

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

The Bahamas Primary School Mathematics Curriculum 88

• Have children discuss the patterns that the

The Bahamas Primary School Mathematics Curriculum 89

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

The Bahamas Primary School Mathematics Curriculum 90

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

The Bahamas Primary School Mathematics Curriculum 91

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

Example: 2/5 of the marbles are shaded

Read: Two fifths

• The marbles belong in a group. The

• The denominator tells how many equal

The Bahamas Primary School Mathematics Curriculum 92

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

Write fractions for unshaded

The Bahamas Primary School Mathematics Curriculum 93

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

½ 2/6 ½ > 2/6

Therefore: 1/10, 2/6, ½

The Bahamas Primary School Mathematics Curriculum 94

CONTENT ACTIVITIES RESOURCES ASSESSMENT

The Bahamas Primary School Mathematics Curriculum 95

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

• To simplify the fraction, divide by 3.

The Bahamas Primary School Mathematics Curriculum 96

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

- How many one cent pieces equal? (a) $1.00

- What part of the $1.00 is ?(a) 10¢ (b) 1¢

Read: Twenty-five hundredths. - Record findings in at least three (3)

The Bahamas Primary School Mathematics Curriculum 97

2. How do tables, charts, and/or lists work together to solve problems?

3. What are the different ways to represent the patterns or relationships?

4. How can we compare expressions?

The Bahamas Primary School Mathematics Curriculum 98

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

• A growing pattern is a pattern that

Example: YBB, YBBB, YBBBB

• The order of numbers is going down or

The Bahamas Primary School Mathematics Curriculum 99

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT

The Bahamas Primary School Mathematics Curriculum 100

OBJECTIVE CONTENT ACTIVITIES RESOURCES ASSESSMENT