GRADE 3
SCO Description
Connection with Human Rights
Social Studies
Peoples
3.2.1
examine the diverse peoples in their province
connects to all grounds
3.2.2
examine how diverse peoples in their province express their culture
connects to all grounds
3.2.3
3.3.1
take age appropriate action to promote positive interactions among
people
examine the purpose, function, and structure of governments in their
province
inherent dignity and equal, inalienable rights of individuals
PEI Human Rights Act shall be deemed to prevail over all other laws of
PEI and such laws shall be read as being subject to this Act.
3.3.2
examine the rights and responsibilities of citizens
PEI Human Rights Act& Canadian Charter of Rights and Freedoms
3.3.3
demonstrate an understanding of how citizens participate in public
decision making
PEI Human Rights Act& Canadian Charter of Rights and Freedoms
Visual Art
Creating and Presenting
CP3.1
CP3.2
CP3.3
create two- and threedimensional works of art that express feelings
and ideas inspired by environment or that have the community as their Suggested Art Competition Theme: What are Human Rights?
subject
demonstrate an understanding of composition, using principles
of art and design to create narrative art works or art works on a theme Suggested Art Competition Theme: What are Human Rights?
or topic
use the elements of art and design in artworks to communicate ideas,
Suggested Art Competition Theme: What are Human Rights?
messages, and understandings
Exploring Forms and Cultural Contexts
EC3.1
EC3.2
RRA3.3
identify and describe a variety of visual art forms they see in
i.e. connects to colour, race, ethnic or national origin; religion
their home, at school, in the community, and in visual arts experiences
demonstrate an awareness of a variety of works of art and artistic
traditions from diverse communities, times, and places
demonstrate an awareness of the meaning of signs and symbols
encountered in their daily lives and in works of art
i.e. connects to colour, race ethnic or national origin; religion
i.e. connects to religion, sex, disabled, sexual orientation
GRADE 3
SCO Description
Connection with Human Rights
Music
Musical Awareness & Appreciation
MAA3
Develop an appreciation of the importance of music in daily life and to
i.e. connects to colour, race, ethnic or national origin; religion
respect the role that music plays in their heritage and culture
Science
Communication &Teamwork
203-5
101-12
102-13
respond to the ideas and actions of others and acknowledge their ideas
inherent dignity and equal, inalienable rights of individuals
and contributions
STSE/Knowledge
demonstrate and describe ways of using earth materials to make useful
connect to ethnic/national origin
objects
identify parts of different plants that provide humans with useful
products, and describe the preparation that is required to obtain these connect to ethnic/national origin
products and how our supply of useful plants is replenished
Physical Education
Health-Related Fitness
3.1
3.2
Apply a repertoire of strategies for developing components of
health-related fitness, including cardiovascular endurance,
flexibility, muscular endurance, and muscular strength, through
connects to disability, individual dignity and respect
movement activities during scheduled times in school, at home, and in
the community.
Active Living
Evaluate the role of participation in movement activities in
providing opportunities for enjoyment, challenge, self expression,social
interaction, increased skill competency, stress reduction, active work i.e. connects to sex, national/ethnic origin
life, use of leisure time, contact with nature, and involvement in
communities
Positive Interaction
GRADE 3
3.8
3.9
3.10
SCO Description
Connection with Human Rights
Demonstrate positive interactions with others in cooperative and
inherent dignity and equal, inalienable rights of individuals
competitive movement activities
Safety
Evaluate personal commitment to assessing risk factors and applying
inherent dignity and equal, inalienable rights of individuals
safe practices while participating in a variety of movement activities
Relationships
Demonstrate, verbally and nonverbally, consideration and
respect for all others (regardless of ideas, abilities, worldviews,physical
Embodies spirit of PEI Human Rights Act
characteristics, cultural backgrounds, and gender while participating in
physical education activities.
Health
W-3.1
W-3.3
W-3.5
Wellness/Personal Health
analyze factors that affect choices for physical activity
i.e sex, disability, religion, national/ethnic origin
demonstrate an understanding that individuals grow through similar
i.e. sex, disability
stages of development at different rates and different times
apply guidelines from Canada’s Food Guide to
i.e. national/ethnic origin, religion, source of income
Healthy Eating to individual nutritional circumstances
Relationship Choices
R-3.1
R-3.2
R-3.3
R-3.5
R-3.6
R-3.7
R-3.9
R-3.10
L-3.2
L-3.6
L-3.7
L-3.8
recognize the effects of sharing positive feelings on self and others
inherent dignity and equal, inalienable rights of individuals
demonstrate safe and appropriate ways for sharing and/or expressing
connects to all grounds of discrimination
feelings through words and behavior
identify possible psychological and physiological responses to stress
connects to disability
develop effective communication skills and strategies to express
inherent dignity and equal, inalienable rights of individuals
feelings
develop strategies to build and enhance friendships
inherent dignity and equal, inalienable rights of individuals
demonstrate inclusive behaviors regardless of individual/family
connects to all grounds
differences or circumstances
develop skills to work cooperatively in a group
connects to all grounds
encourage fair play through modelling
inherent dignity and equal, inalienable rights of individuals
Life Learning Choices
identify ways individuals learn in various environments
i.e. national/ethnic origin
examine the responsibilities associated with a variety of ageaccountable for one's actions
appropriate roles
assess how individual contributions can have a positive influence upon
inherent dignity and equal, inalienable rights of individuals
the family, school, and community
select and perform volunteer tasks as a class or a group
exposure to difference/diversity
Language Arts
GRADE 3
1.1
1.4
2.1
2.4
3.1
3.2
4.2
7.3
8.1
8.3
9.1
9.3
SCO Description
Connection with Human Rights
Transitional
describe, share, and discuss thoughts, feelings, and experiences and
inherent dignity and equal, inalienable rights of individuals
consider others’ ideas
listen critically to others’ ideas and opinions
inherent dignity and equal, inalienable rights of individuals
participate in conversation, small-group and whole-group discussion,
inherent dignity and equal, inalienable rights of individuals
understanding when to speak and when to listen
engage in and respond to a variety of oral presentations and other
exposure to difference/diversity
texts
use basic courtesies and conventions of conversation in group work
inherent dignity and equal, inalienable rights of individuals
and co-operative play
identify some forms of oral language that are unfair to particular
individuals and cultures and use vocabulary that shows respect for all embodies spirit of PEI Human Rights Act
people
read widely and experience a variety of children’s literature
exposure to difference/diversity
respond critically to texts
- formulate questions as well as understandings
- identify the point of view in a text and demonstrate an awareness of
whose voices/positions are and are not being expressed
embodies spirit of PEI Human Rights Act
- discuss the text from the perspective of their own realities and
experiences
- identify instances of prejudice, bias, and stereotyping
use writing and other forms of representation to
- formulate questions
- generate and organize language and ideas
- discover and express personal attitudes and opinions
Suggested Essay Competition Theme: What are Human Rights?
- express feelings and imaginative ideas
- record experiences
- explore how and what they learn
experiment with language choices in imaginative writing and other
Suggested Essay Competition Theme: What are Human Rights?
ways of representing
create written and media texts using a variety of forms experiment
with a combination of writing with other media to increase the impact Suggested Essay Competition Theme: What are Human Rights?
of their presentations
consider their readers’/ listeners’/viewers’ questions, comments, and
inherent dignity and equal, inalienable rights of individuals
other responses in assessing their work and extending their learning
GRADE 3
10.3
SCO Description
Connection with Human Rights
demonstrate engagement with the creation of pieces of writing and
other representation
- engage in writing/ representing activities for sustained periods of
time
- work willingly on revising and editing for an audience
- demonstrate pride and sense of ownership in writing/representing
efforts
Suggested Essay Competition Theme: What are Human Rights?
CIT
E2.1
E2.2
E2.7
E2.9
respect equipment and other student’s work
work co-operatively at work station
identify ethniccal issues involved with Internet content, awareness of
inappropriate use of technology
follow publishing etiquette (suitable language, no discrimination, etc.).
Adhere to the guidelines for school web pages as outlined by PEI
Department of Education.
inherent dignity and equal, inalienable rights of individuals
inherent dignity and equal, inalienable rights of individuals
connects to all grounds
connects to all grounds