Moe Discover EN

PRIMARY 3
DISCOVER
2023-2024
FOREWORD
T
he MOETE launched Egypt’s reform vision for the development of education,
and the process of developing curricula comes at the heart of this vision. The
implementation of this vision was heralded in 2018, starting with the kinder-
garten stage in its first and second grades, with the aim of continuing until the end
of the secondary stage.
This vision endeavored to make major transformations in the teaching and learn-
ing processes, where there is a transition from acquiring knowledge to producing it,
and from learning skills to employing them both in specific learning situations and
in the general life of the learner outside the classroom. Our curricula also integrate
values that contribute to the establishment of our society—values which pose as
a protective fort for our homeland. Egypt’s reform vision for curriculum develop-
ment also aims to take into account the specifications of pre-university education
graduates, as well as the challenges Egypt faces locally, regionally, and globally. The
developed curricula are intended to foster a citizen who is capable of engaging in
civilized conversations and positive dialogues with the other, in addition to acquiring
digital citizenship skills.
In this regard, the MOETE extends its gratitude and appreciation to the Central
Administration for Curriculum Development. It also extends its thanks and grati-
tude to Discovery Education for their active participation in the preparation of this
book. Gratefulness also goes to all the Ministry’s experts who contributed to the
enrichment of this work.
This transformation of Egypt’s education system would not have been possible
without the significant support of Egypt’s current president, His Excellency President
Abdel Fattah el-Sisi. Overhauling the education system is part of the President’s
vision of “rebuilding the Egyptian citizen” and it is closely coordinated with the Min-
istries of Higher Education and Scientific Research, Culture, and Youth and Sports.
The new education system is only a part in a bigger national effort to propel Egypt to
the ranks of developed countries, and to ensure a great future for all of its citizens.
Reviewed by
The General Administration for Planning and Formulating Curriculum
Supervised by
Dr Akram Hassan
Head of the Central Administration for Curriculum Development

WORDS FROM THE MINISTER OF EDUCATION &
TECHNICAL EDUCATION
Dear students and fellow teachers,
I
t gives me great pleasure to celebrate this crucial stage of comprehensive and
sustainable development, an epic in which all Egyptian people are taking part.
This pivotal stage necessitates paving a foundation for a strong educational
system which yields a generation that is not only capable of facing the major chal-
lenges the world is witnessing today, but one that also has complete possession of
the skills of the future. For this reason, the Egyptian state is keen on empowering
its citizens by establishing a top-notch educational system that invests in its chil-
dren the expertise required to get them to compete at both a regional and global
level, at a time when the world is witnessing successive industrial revolutions.
This dictates that our educational system has at its core an emphasis on skills
development, deep understanding, and knowledge production. This can only
be done through modern curricula that keep up with the changes taking place
globally - curricula which prioritize the development of skills and values, and the
integration of knowledge. They are also curricula that focus on the provision of
multiple learning sources, and integration of technology to enrich the educational
process and to improve its outcomes, while addressing the most important con-
temporary issues.
To achieve this, we must all join hands to continue to revolutionize our education,
and to support it with all that is required to transform it into a globally pioneering
educational system.
My warmest regards to you, dear students, and my deepest gratitude to my

fellow teachers.
Professor Reda Hegazy
Minister of Education and Technical Education

NAME:
Contents
The first term
Theme 1: WHO AM I? – LIVING HEALTHY
Chapter 1: Making a Stronger Me 1
Chapter 2: Making a Healthy Body 11
Chapter 3: Get Fit with Healthy Eating 19
Theme 2: THE WORLD AROUND ME- TAKING CARE OF OUR WORLD
Chapter 1: When Habitats Change 25
Chapter 2: Water, Water Everywhere 31
Chapter 3: How Can I Help? 37
The second term
Theme 3: HOW THE WORLD WORKS – ORIGINS
Chapter 1: Patterns of Change 45
Chapter 2 : A New Look to Ancient Art 53
Chapter 3: Origins of Medicine 61
Theme 4: COMMUNICATION – CONNECTIONS
Chapter 1: Connecting Forces 69
Chapter 2: Connecting People 75
Chapter 3: Connecting with Community 89
IV PRIMARY 3
WHO AM I?
CHAPTER 1
LIVING HEALTHY
MAKING A
STRONGER ME
I’m Egyptian…
I live on the land of Egypt, my beloved

country,
Which is characterized by its ancient
civilization throughout ages,
Which we knew because of the writings of
our ancient Egyptian ancestors
Encoded on papyrus, temple walls and
obelisks.
Egypt is the land of peace and the cradle of
civilizations,
And the spring of good deeds, and this is

known from the old writings.
Egypt is the Land of
Peace and Safety
3 ‫الصف الثالث االبتدائي‬

Hieroglyphic writing
Some hieroglyphic signs:
Hieroglyphic signs Pronunciation Hieroglyphic signs Pronunciation
ib nfr
heart heart and windpipe
ir htp
eye loaf on a mat
msjr km
ear crocodile’s skin
gh = ‫غ‬ niwt
animal’s belly village with

cross roads
mr ms
axe
animal skin
Notice:
s
roke indicate
A vertical st
lyphic sign
that the hierog so
self, and is al
represents it
ed after the
sometimes us
sign
4 PRIMARY 3
The hieroglyphic word
The Pronunciation The meaning

hieroglyphic word
ib heart
irt eye
msjr ear
rd foot
ghrd child
pt sky
PRIMARY 3 5
hieroglyphic word
mr love
nfr beautiful
htp be peaceful,
happy
Kmt Egypt
thsm dog
miw cat
6 PRIMARY 3
Names of Egypt :
Egypt was known through the ages with a group of names that
expressed the nature of its land and its geographical position, and
the most important of these names is..
“Kmt”
Pronunciation: “Htp pw Kmt”.

Meaning: “It is Egypt of Peace (Al-Mahrousa)”
Words of the sentence:

hieroglyphic word
htp peace
pw It is
Kmt Egypt
PRIMARY 3 7
Lesson
CHAPTER 1 MAKING A STRONGER ME
1
THEME 1: WHO AM I? – LIVING HEALTHY

LIFE SKILLS
Follow each direction. Write your answer neatly.
1- Copy the definition of “life Skills” that the class has agreed upon.
2- Below are some of the life skills we work on in the class this year. Put a star in front of the
skills you are good at already. Put a circle next to the skills you need to improve upon.
I am good at organizing my work and staying focused.
I am creative and show my ideas in different ways.
I find ways to solve my problems and help others.
I can communicate my ideas in many ways.
It is usually easy for me to explain my thinking.
I like to set goals to reach.
I listen and respect others’ opinions.
I think about how others feel when playing or working together.
8 PRIMARY 3
Lesson
2
USING CRITICAL THINKING SKILLS

Look at the pictures below. These pictures are small parts of a bigger picture. Can
you decide what the whole image is? Discuss with your Shoulder Partner, write
your answers in the blanks, and then explain how you found your answers.
What do you think the image is?
What in the image helped you decide?
PRIMARY 3 9
Lesson
2
WHAT WOULD YOU DO?

Match the solution you are most likely to use with each scenario. There
may be more than one correct answer.
1. Your friend makes fun of a. Ask your friend to

someone in class. stop.
2. Your friend pressures you to do b. Get help from an

something you do not want to do. adult you trust.
3. Your friend does not listen to c. Walk away and find

your ideas. other friends to be with.
4. Your friend tells your secret to d. Be a friend—listen,

other people in class. support, and speak up.
5. Your friend spreads a rumor e. Say nothing and walk

about someone in class. away.
f. Ask for an apology.
OUR CLASS PLEDGE

Write the class pledge neatly. Be sure to check spelling.
10 PRIMARY 3
WHO AM I?
LIVING HEALTHY CHAPTER 2
MAKING A
HEALTHY BODY
Lesson
CHAPTER 2 MAKING A HEALTHY BODY
1
YASMEEN’S CHOICES
Read the story.
Yasmeen came home from school feeling a little tired and grouchy. She did not feel happy
and full of energy like she usually did.
She went to the kitchen and thought about what she could have. Soda or juice? She took a
soda. What should she have for a snack? An orange or cookies? Yasmeen knew she should
pick fruit, but she was feeling a little yucky. She thought the cookies might cheer her up.
Yasmeen went to the living room and sat

down on the couch. She turned on the
television.
Just then, Rashad and his father came in

the room. They were both sweaty. Rashad
sat down next to Yasmeen.
“You’re all wet!” yelled Yasmeen.
“We were out running.” he said. “Running

helps me clear my head and makes my
body feel good.”
Yasmeen watched Rashad go into the

kitchen and grab an orange. Then he
poured two glasses of water. Yasmeen
was not feeling any better. The cookies had given her a headache, and the soda upset her
stomach.
Rashad sat down next to Yasmeen and turned off the television.
“This orange gives me more energy,” Rashad said. “Why don’t we go outside and play a little
football, Yasmeen?”
This idea perked her up immediately. Yasmeen thought moving around might help her feel
better. She chased her older brother outside.
12 PRIMARY 3
Lesson
1
HEALTHY OR UNHEALTHY
Read each activity. Decide if the activity is healthy or unhealthy.
Circle your answer.
1. Skipping breakfast every 2. Playing outside every 3. Eating fruits and

morning. day. vegetables.
Healthy Healthy Healthy
Unhealthy Unhealthy Unhealthy
4. Getting seven hours of 5. Having arguments with 6. Sharing your feelings

sleep every night. your friends often. when you are sad or upset.
Unhealthy Unhealthy Unhealth
7. Eating candy and snacks 8. Watching TV and playing 9. Drinking water

instead of lunch. video games for hours. throughout the day.
Unhealthy Unhealthy Unhealthy
PRIMARY 3 13
Lesson
2
HEALTHY HABITS
Read the text. Underline or highlight how each of the healthy habits helps
your body. Answer the questions.
Get Enough Sleep: Have you ever stayed up late on

a school night? What did you feel like in the morning?
When you do not get enough sleep, you can get
grumpy. Primary school children need around 10 to 12
hours of sleep every night. Getting enough sleep helps
you think better and helps your body stay healthy and
energetic.
Sleep helps our brains remember
what we learn during the day.
Stay Positive and Calm: It is easy to get busy with activities

like television and video games. It can be stressful if you
stare at a screen for too long. When something goes wrong,
it is important to have a positive attitude. Remember to
take time to enjoy quiet activities that calm you. Some quiet
activities are reading and taking a walk outside. Staying
positive improves your mood. Staying positive and calm can
also help your body fight some illnesses.
Reading is a quiet, calm activity.
Eat Healthy: Eating sweet snacks once in a while will

not hurt you. But if you choose to eat those foods
every day, you can harm your body. It is important to
think about your food choices. Healthy food gives you
nutrients your body needs and gives you energy to
work and play. Fruits, vegetables, and grains are
healthy foods our bodies need.
Stay Active: Exercise, such as walking for an hour each

day, keeps you active and helps your body stay strong.
Staying active can improve your mood and help you
focus on school.
A sport like football is one way

children can stay active.
14 PRIMARY 3
Lesson
2
Get Enough Sleep
1. What is one reason you should get enough sleep?
2. What time do you usually get up for school?
3. What time would you need to go to bed to get 12 hours of sleep?
Stay Positive and Calm
4. What is one quiet activity suggested in the passage?
5. Name a quiet activity you enjoy that is not listed in the passage
Eat Healthy
6. What can happen to your body if you eat too many sweet snacks?
7. What is your favorite healthy snack?
Stay Active
8. How can staying active help you at school?
PRIMARY 3 15
Lesson
3
SKIN AND HEART

Look at the picture. Identify the importnce of skin and heart.
Our skin is all that stands between us and the Your heart has an important job. It keeps
outside world. It protects us from harmful blood moving through your body. Blood
germs and rays from the sun. It keeps fluids carries oxygen and nutrients to every part
in and helps keep our temperature constant. of your body. The heart is a muscular organ
Our skin weighs about 4 kilograms. It is the about the size of your fist.
largest organ in our body.
Bones
Skin
Muscle
16 PRIMARY 3
Lesson
4
WHAT HAPPENS TO THE FOOD YOU EAT?

Read the text.
The body has a process that changes the food we eat into simpler parts. Once food is
broken down, the body absorbs it to get energy.
Inside your stomach, muscles churn acid to further

break down the food. Digested food moves to the
intestines to continue the digestion process. The
nutrients are carried away in the blood, giving all parts
of the human body energy to run.
I observe :
Answer the questions.
1. Why do our bodies need to digest the food we eat?
2. How does the stomach help digestion?
PRIMARY 3 17
Lesson
5
MY HEART
Write three sentences about heart
Heart
Stomach
Veins
18 PRIMARY 3
WHO AM I?
CHAPTER 3
LIVING HEALTHY
GET FIT WITH

HEALTHY
EATING
CHAPTER 3 GET FIT WITH HEALTHY EATING Lesson
A CANTEEN AT SCHOOL
Read the story below. Circle unfamiliar words.
“Mother! Father! Where are you?” Rashad yelled as he slammed the front door closed.
“Rashad, please do not slam the door. We are here. Did you have a good day at school?”
asked his mother.
“Yes, Mother. I had a very good day at school. Do you remember that we are learning about
health in class?” replied Rashad as he chose a piece of fruit from the plate on the table.
Mother turned to Rashad with a smile. “I remember. I am very happy you are learning about
health. I notice you are choosing much better foods for your snacks. What did you learn today
that has made you so excited?”
“Since we have worked so hard, our teacher asked if we would like to have a canteen at
school. Do you know what a canteen is?” Rashad hopped around his mother, waiting for an
answer.
“Yes. It is a place to get food, such as snacks. Usually you pay for the food at a canteen. Will
you be getting a canteen at school?” Mother seemed surprised to hear this news.
“Our teacher is wondering what foods we would want to have in a canteen. It is our assignment
to give him ideas. I hope we can have a canteen. I think it would be fun. I should get started
brainstorming.” Rashad ran to the table to begin his list of foods for a canteen.
20 PRIMARY 3
CHAPTER 3 GET FIT WITH HEALTHY EATING Lesson
MY DIET
Read the definitions below. Write about or draw pictures of your diet.
Diet: (noun) The kind of food a person eats regularly.

A person’s diet includes the amounts and types of foods they eat.
1. What is your diet? List the food you ate yesterday as part of your diet.
BREAKFAST LUNCH DINNER SNACKS
Nutrient: (noun) An element of food that provides

energy and is necessary for healthy growth.
2. Think about your diet. Which foods on your list do you think have nutrients to help
your body?
PRIMARY 3 21
Lesson
CHAPTER 3 GET FIT WITH HEALTHY EATING
3
VITAMINS AND MINERALS

In which foods will you find the vitamins and minerals you need? Look at the
charts to find your answers.
Vitamins: (noun) important nutrients that are needed for normal growth and nutrition.
The body needs many different vitamins in small amounts.
Minerals: (noun) Substance needed by the human body for good health. Minerals
help form strong bones and teeth.
22 PRIMARY 3
Lesson
4
WHY WATER MATTERS

Read the information about water. Circle the words you do not know.
Have you ever noticed what happens to a plant if you forget to water it? The leaves will
droop, and the plant can start to look limp. Plants need water to stay healthy. People need
water just as much as plants do. Can you imagine people drooping from not drinking
enough water? It happens, you just cannot see it as easily.
What does water do for your body?
Did you know that your body is mostly water? It is in

every part of you. To make sure your body is working
properly, you need to drink enough water. Water:
• Keeps your body temperature at the right setting.
• Helps your joints move correctly.
• Keeps your bones cushioned.
• Gets rid of toxins and waste.
Why do we need to drink water?

Every day your body loses a lot of water from sweating and going to the bathroom. You lose
water all the time, even when you breathe. If you lose too much water without replacing it,
you can become dehydrated. That’s why you need to drink water every day. You probably
have not had enough water when you:
• Feel thirsty.
• Have a headache.
• Are tired (even if you got enough sleep).
• Feel dizzy or weak.
PRIMARY 3 23
Lesson
5
DOUBLE ENTRY JOURNAL

In the first column, record one important fact for each section of the text. In the
second column, write what you think about the information you recorded.
THIS INFORMATION IS IMPORTANT I THINK…
What does water do for your body?
Why do we need to drink water?
Will any drink keep me hydrated?
24 PRIMARY 3
THE WORLD AROUND ME
CHAPTER 1
TAKING CARE OF OUR WORLD
WHEN
HABITATS
CHANGE
Lesson
CHAPTER 1 WHEN HABITATS CHANGE
1
NEEDS OF LIVING ORGANISMS

Underline examples of how plants and animals use the non-living parts of the
habitat.
Animals need food, water, and shelter to live. They get these things from their habitat.
Animals can move around to find food, water, and shelter. Many birds and insects can fly.
Animals such as deer, lions, and rabbits can walk, run, or hop. Squirrels and monkeys can
climb trees.
FOOD
Animals get food in different ways. Lions chase and
catch other animals for food. Rabbits eat plants.
Raccoons and vultures eat dead animals that they find.
Rabbits take shelter in a burrow

in their habitat
SHELTER
Animals also have different ways of getting shelter.
Some birds build nests in trees. Moles and rabbits
make holes or burrows in the ground. Squirrels and
owls can use holes in trees. Animals such as crayfish,
turtles, and frogs can hide under rocks.
Some organisms drink water
from puddles
WATER
Animals have different ways of getting water, too. Some
drink water from ponds, streams, or even puddles.
Others drink water that has collected on plant leaves
after a rainfall. Some animals live in water, so they are
surrounded by it all the time.
Some living organisms move to new
habitats when the seasons change.
When water, food, or shelter is hard to find, some animals move to other habitats. In Africa,
zebras and elephants can walk many miles to look for water. Monarch butterflies fly south
in the winter. They move to where the weather is warmer and there is more food.
26 PRIMARY 3
Lesson
2
IS THIS THE BEST HABITAT?

Choose one resource on ocean habitats to read. Write about one animal that
would survive well in the habitat and another animal that would not survive well.
Use evidence from your reading to support your answer.
can live in an ocean habitat.
How does the ocean meet its needs?
cannot live in an ocean habitat
What needs are not met?
PRIMARY 3 27
Lesson
3
CHANGES IN THE ENVIRONMENT

Use one crayon to underline the cause and a different colored crayon to
underline the effects of changes in the environment.
Natural disasters and other non-living things can affect the ability of living organisms to
meet their needs in an environment.
DROUGHT
When there is no rain for a long time, the land becomes
hard and cracked. Small ponds, rivers, and lakes can dry
up. Plants may not be able to survive without enough water
and animals may be forced to move to look for water.
The share of food at clean water available to humans and
animals is revered.
FIRE
Wildfires can start when lightning strikes dry land and
grasses. They can also start when a human-made fire gets
out of control. Wildfires can harm the habitats of many
plants and animals. Animals must leave to survive. Smoke
from the fires pollutes the air. Fires can also help clean out
dead litter on a forest floor. This allows important nutrients
to return to the soil.
FLOOD
When dry land becomes covered with more water than

the soil can hold, it creates a flood. A flood can be caused
by heavy rains and storms. Floods can wash away soil and
plants. Animals that cannot live in water must also move
away from the flooded area. Floods can also bring new
seeds and nutrients to the land.
POLLUTION
Pollution can be caused naturally by volcanoes. Humans

can also cause pollution by throwing trash or dumping
chemicals into waterways, using machines that pollute the
air, and leaving garbage on the land. Pollution in the air,
water, and land can destroy habitats and harm wildlife.
28 PRIMARY 3
Lesson
4
PLANTS AND ANIMALS CAN CAUSE CHANGE

Look at the pictures and think about ways each living organism might
benefit and harm the environment.
Goats grazing on the land.
Water hyacinth (ward el Nile) on the surface of a river
PRIMARY 3 29
Lesson
5
RESEARCH
Research how one of the following living organisms benefits or harms
the environment.
Squirrels hide nuts Kangaroos graze on A snakehead fish eats Freshwater crayfish
from trees. grassland. other fish and insects. feed on buds of plants
My living organism:
Ways it benefits the environment Ways it harms the environment
Picture of my living organism
30 PRIMARY 3
THE WORLD AROUND ME
CHAPTER 2
WATER, WATER
EVERYWHERE
CHAPTER 2 WATER, WATER EVERYWHERE Lesson
1
RASHAD AND ZEINA VISIT THE MUSEUM

Read the story and underline important facts about an oasis. Circle any words you
do not know.
Rashad and Zeina visited a museum with their class. Their favorite exhibit was about life
in Siwa. The museum display provided many interesting facts about an oasis. There was a
picture on a map showing where the oasis is located. There was a basket and jar of olive oil
to show how plants are used by the people who live there. Rashad and Zeina looked at a
colorful chart that stated the average yearly temperature and rainfall. They wondered how
the water cycle affects this environment.
Rashad’s assignment was to record some facts about water

in the oasis. Here is the description he read:
An oasis is a place in the desert where water comes up

to the surface, forming springs. This water comes from
rain that falls to the ground and soaks deep into the
earth. A spring is water bubbling up to the surface. Siwa
oasis has nearly 200 springs, making it Egypt’s biggest.
32 PRIMARY 3
CHAPTER 2 WATER, WATER EVERYWHERE Lesson
1
Zeina’s assignment was to record notes about the oasis as a habitat. Here is the description
she read:
This area has highlands, wetlands, and sand dunes. Water is very important here. The
oasis helps date palm trees and olives grow. Plants like Egyptian acacia trees help block
sandstorms. There are also plants like spearmint and basil.
The oasis is also rich in many kinds of wild animals, including the red-fronted gazelle and
white deer. In addition, cheetahs, hares, and wolves have been observed here. Scientists
have also spotted birds, such as houbara bustards, turtle doves, and greater flamingos.
Did you know there are also more than 30 different kinds of reptiles and bugs in the oasis?
Before they left, Rashad and Zeina stopped to read one last description of how humans
interact with the environment at the oasis:
Siwans sell dates and olives all over the world. Dates
and olives are also eaten and used in different
forms in cooking. Many people use the palm fronds,
or leaves, to make baskets to sell. Spearmint,
basil, and dates are also used for medicines.
PRIMARY 3 33
Lesson
CHAPTER 2 WATER, WATER EVERYWHERE
2
THE WATER CYCLE IN NATURE

Use the words in the box to write the correct word on the correct part of the
water cycle.
evaporation condensation groundwater
precipitation runoff
34 PRIMARY 3
Lesson
3
COMPARING EGYPT’S CLIMATES

Read the story to learn about climates in Egypt.
“My favorite time of the year is winter in Alexandria because the temperatures always feel
a little cooler,” said Rashad. “Even though it is rainy, I
like the break from the hot and humid summer.”
“One time we went to Luxor to visit family in the

winter,” replied Zeina. “But it was still so hot, and it had
not rained in months. I was happy to get back home.”
“That is so strange. Luxor and Alexandria are both in

Egypt. I wonder why the weather was so different. Is it
always like that?” asked Rashad.
“I think so,” said Zeina. “Luxor has a desert climate. It is

hot and dry. But I still wonder if it ever rains there.”
ALEXANDRIA - AVERAGE TEMPERATURE

Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Min (°C) 9 9 11 13 17 20 23 23 21 18 14 11
Max (°C) 18 19 21 24 27 29 30 30 30 28 24 20
ALEXANDRIA - AVERAGE PRECIPITATION

Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Year
Prec.(mm) 55 30 15 4 1 0 0 0 1 9 30 55 196
LUXOR - AVERAGE TEMPERATURE

Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Min (°C) 6 7 11 16 20 23 24 24 22 18 12 8
Max (°C) 23 25 29 35 39 41 41 41 39 35 29 24
LUXOR - AVERAGE PRECIPITATION

Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Year
Prec.(mm) 0 0 0 0 0 0 0 0 0 1 0 0 1
PRIMARY 3 35
Lesson
4
AFRICA
Label the bodies of water surrounding Egypt. Use the map scale to determine the
distance from Egypt to each body of water listed below the map.
North Atlantic Ocean South Atlantic Ocean Mediterranean Sea
Indian Ocean Red Sea Gulf of Aden
Equator
1000km
Distance from Egypt to:
North Atlantic Ocean km Indian Ocean km
South Atlantic Ocean km Gulf of Aden km
36 PRIMARY 3
THE WORLD AROUND ME
CHAPTER 3
HOW CAN I
HELP?
Lesson
CHAPTER 3 HOW CAN I HELP?
1
ALEXANDRIA HEAVY RAINS

Read the story with a partner.
Zeina was playing at Rashad’s house after school. It was raining outside.
“It has been raining all day. I wish we could go outside,” complained Rashad.
“I know,” replied Zeina. “Every time it rains this much, I worry about flooding.” “Flooding?”
asked Rashad.
“Yes. That is when it rains so much that water covers areas that are not normally under
water. Sometimes it comes up from the sea. Sometimes it happens because the streets do
not drain well when it rains a lot,” explained Zeina. “Do you remember the heavy rains that
fell here in Alexandria when we were around 3 years old?”
“No, I don’t remember that,” said Rashad.
“Oh yes. My uncle is a fisherman. He lived

on the sea, but the water came into his
home and ruined it. In some places, the
area was no longer safe. He had to move to
a new home,” said Zeina.
Rashad’s mom was in the kitchen and was

listening. “After the heavy rains, we were all stuck at home for over a week. We could not go
into the streets because they were covered in water,” she said.
“Wow. That sounds scary,” said Rashad.
“The rain also washed away my favorite beach,” said Rashad’s mom.
“I wonder if there is a way we can help protect our home from heavy rains,”said Rashad.
IDENTIFYING IMPACTS
Record the impacts of heavy rains that you read about in the story. Add other
impacts that you can recall from previous learning.
PEOPLE ENVIRONMENT
38 PRIMARY 3
Lesson
1
HEAVY RAINS IN 2015

Read the nonfiction passage about the heavy rains in 2015. Then record two key
details from the reading.
In October of 2015, Alexandria experienced unusual and extreme rainfall. On average,
Alexandria receives 20 cm of rain a year. During the 2015 event, the city was drenched with
more than 20 cm of rain in just two days. The heavy
rains impacted the local environment and the citizens
of Alexandria.
Water covered roads and entered the street level of

businesses and other buildings. It was difficult and
dangerous to leave buildings while the streets were
under water. Traveling in the city was also difficult.
People were unable to go to work for over a week.
The water from heavy rains built up quickly. Pipes and canals built to carry the water away
were overwhelmed. Some people were out for the day and had trouble getting home.
In these critical times, citizens helped one another get safely home. Some even brought
nearby fishing boats onto the streets to help get people to safety. Neighbors shared food
and supplies while stores were not open. Police helped guard the town. They directed
people around dangerous areas. Emergency responders worked to help people who were
sick or injured.
After the heavy rains, the local government began looking for ways to minimize the effects
of heavy rain in the future. Some solutions, such as better drains and more pumps were
quickly installed. Technology solutions, such as warnings sent to cell phones and computer
sensors that can measure water depth, have also been considered.
PRIMARY 3 39
Lesson
2
BEING A GOOD CITIZEN

Read the story. Listen for examples of volunteering.
Rashad and Zeina continued thinking about the heavy rains in Alexandria on their way to
school the next day.
“I think it is really cool that Egyptians helped one another in a time of crisis from the heavy
rains,” said Zeina. “I will ask my uncle if he did that too.”
“People helped other people. That is pretty awesome,” added Rashad.
“If I was old enough, I would have helped bring food to people stuck at home. What would
you have done, Rashad?” asked Zeina.
“I am not sure. I wonder if my favorite bakery would have needed help cleaning up after the
rain. Maybe I could have helped them,” offered Rashad.
“That is a great idea. When we get to school, let’s see if our teacher did anything to help the
school after the heavy rains,” called Zeina as she started running to get to school.
40 PRIMARY 3
Lesson
3
FLOOD PREVENTION
Look at the images of each flood prevention method.
Dams: Dams are used to stop rising water from entering a river or canal. After the rain
stops, the water can be slowly released, preventing severe flooding.
Sandbags: People put sandbags around their property to prevent floodwaters from
entering. The moving flood waters are diverted around the sandbags.
Canals: Flood waters are diverted into canals to move the water away from city areas.
Canals can lead either to larger bodies of water or to temporary ponds.
PRIMARY 3 41
CHAPTER 3 HOW CAN I HELP? Lesson
4
WHAT MAKES A GOOD LEADER?

Circle the traits or characteristics that make your selected person a good leader.
calm brave funny
bossy responsible moody
lazy mean polite
generous wise cooperative
selfish angry cowardly
loyal caring helps others
good communicator
42 PRIMARY 3
5
A PROBLEM AT THE OASIS

Read the story, answer the question, and label the pictures with the bold words
in the story.
The oasis brings clean water from deep
underground to the surface. In the past,
people created a shadoof to gather and
use water from the oasis. A shadoof is
a pole with a bucket and a weight, like a
large stone.
Today we can use modern

technology to pump water from deep
wells. A freshwater pump uses
electricity and pipes to move large
amounts of water. That means more
water can be used. If more water is
available, people can irrigate more
crops. A larger date palm orchard
can mean more income, or money
earned from selling things.
But the new technology also has challenges. If too much water is pumped, it can sit in
unused ponds and be wasted. It takes a long time for small amounts of rain to replace the
underground water in an oasis. People have to think about how to balance earning more
money and protecting the environment.
PRIMARY 3 43
6
ADVANTAGES AND DISADVANTAGES

Consider the effects of posting a camera at school to help with an anti-littering
campaign. Brainstorm some advantages and disadvantages of this technology.
1. What are some advantages of using camera technology?
2. What are some disadvantages of using camera technology?
44 PRIMARY 3
HOW THE WORLD WORKS
CHAPTER 1
ORIGINS
THE SECOND TERM
PATTERNS OF
CHANGE
Lesson
CHAPTER 1 THE SECOND TERM
1
A LITTER OF KITTENS
Follow along as your teacher reads.
Have you ever seen a litter of newborn kittens? A litter usually has between
two and five kittens. All of the kittens in the litter have the same parents. The
kittens look similar to their parents but not identical. The kittens also look
similar to each other but not exactly the same. Why is this?
All types of living plants and animals can

make more of their kind. When new living
things are made, they are called offspring.
Offspring look similar to their parents
because parents pass inherited traits to
their offspring. Traits are characteristics that
make an organism look and behave the way
it does. In kittens, fur color is a trait. Some
kittens might inherit the same fur color as
Kittens get the color of their fur from their
their mother. Other kittens might inherit the parents. Kittens in a litter can look similar
same fur color as their father. because they have the same parents.
Kittens in a litter all have the same parents. Each kitten receives some traits
from its mother and some traits from its father. The parents pass different
inherited traits to each kitten. So, each kitten receives a different combination
of traits. This is why the kittens in a litter do not look exactly the same. Kittens
do not receive all of their traits from their parents. The kittens can develop
some traits as they grow and live in their surroundings. For example, a kitten’s
claws can be removed. Not having claws becomes one of the kitten’s traits.
However, this trait is not inherited. When the kitten grows and has its own
offspring, they will still be born with claws.
46 PRIMARY 3
Lesson
1
FELINE PARENTS AND OFFSPRING

Observe the parents. Match the offspring to its parent.
PRIMARY 3 47
Lesson
2
PARENTS AND OFFSPRING

Read the text with a partner. Underline or highlight important facts
about living organism traits.
All types of plants and animals can make more of their kind. These new living
organisms are called offspring. All offspring are similar to their parents.
Offspring look and behave in ways similar to their parents. Young zebras have
stripes and eat grasses like their parents.
This happens because parents pass information to their offspring before the
offspring are born. This information determines traits the offspring will have.
Traits are characteristics or features that make an offspring look and act the
way it does. For zebras, the pattern of stripes on their bodies is a trait.
Offspring usually get some traits from their mother and some from their
father. In this way, the offspring are not exact copies of their parents.
HELP ME SURVIVE
Observe the images. Identify the living organism traits. Discuss how the traits
could contribute to survival.
48 PRIMARY 3
Lesson
3
ALL ABOUT BLUBBER

As you read the informational text, use the following colors to reflect on your
learning. Mark the parts you can explain to someone else in blue. If there
is something you are still confused about, mark it red. Use green to mark
something new or exciting that you learned.
In the hands-on activity, vegetable shortening is used to represent blubber in the body.
Vegetable shortening is a solid fat. Like other fats, it is a great insulator. An insulator
slows the movement of heat.
When you feel cold, heat is moving from your

body to the environment. When you put your
hand in the shortening bag and then in the
water, your hand stays warm. You likely do
not feel the icy cold water in the bowl. This
is because the heat from your hands moves
slowly into the shortening. When you put
your hand in the empty bag and then into the
water, you immediately feel cold. The heat
from your hand moves quickly into the ice water.
An animal without enough insulation from fat, blubber, or fur might lose too much
heat. If an animal’s body temperature gets too low, it will not be able to move and live
normally. Fat and blubber are very important to animals around the world.
The bodies of animals in cold climates have adapted over the course of many
generations. Cold climate animals might have other adaptations too. Some can shiver to
keep their muscles warm. Some fluff their feathers to trap warm air near the body. Some
animals also have thick fur and extra layers of insulating blubber, so less heat escapes
the body.
FUN FACT
Camels live in some of the hottest climates on
Earth and carry up to 80 pounds of fat just in
the humps on their backs. Why? Fat is stored
energy and water. Camels can survive for up
to seven days with no water and three weeks
with no food by breaking down the fat in their
humps. The fat also helps them stay cool
during the hot days and warm during the cool
nights.
PRIMARY 3 49
Lesson
4
CAN YOU SEE ME?

Circle the animals camouflaged in each picture. Then write a sentence
to explain how camouflage can aid in survival.
50 PRIMARY 3
Lesson
5
BEAKS
Refer to this page as you investigate bird beaks.
SPOON BEAK SCISSOR BEAK TWEEZER BEAK
CLOTHESPIN BEAK
PRIMARY 3 51
Lesson
5
BEAK INVESTIGATION
Study the tools that represent the various beaks. Predict which you think will
collect the most food. Follow instructions from the teacher .
Prediction: I think the beak will get the most food.
PAPER RUBBER TOOTH- SMALL DRY

BEAK SEEDS RICE
CLIPS BANDS PICKS PASTA BEANS
Class Data: Add the three highest results for each beak type and each type of food, then
enter the total on this table. For example, if the three highest numbers of paper clips collected
by spoon beaks were 7, 6, and 5, you would enter 18 in the table where there is a star.
PAPER RUBBER TOOTH- SMALL DRY

BEAK SEEDS RICE
CLIPS BANDS PICKS PASTA BEANS

Spoon
Binder Clip/
Clothespin
Tweezers
Scissors
52 PRIMARY 3
HOW THE WORLD WORKS
CHAPTER 2
A NEW LOOK
TO
ANCIENT ART
Lesson
CHAPTER 2 A NEW LOOK TO ANCIENT ART
1
ALEXANDRIA NATIONAL MUSEUM

Follow along as your teacher reads. Underline art forms observed in the story.
Rashad and Zeina walked into the Alexandria National Museum with their class.
“I cannot wait to see all of the interesting artifacts from Alexandria a long time ago,”
exclaimed Rashad. Rashad loved history and knew he would learn a lot from the museum
trip. Zeina was not as excited. “This museum is full of old things. I can read about history in a
book,” sighed Zeina.
In the first room, Rashad was impressed by the large sculptures of Egyptian rulers and some
of the tools used during that time period. “I wonder what it would have been like to talk to
this ruler,” wondered Rashad. “I can show you where to read about them. Books can teach
you all about what they were like,” explained Zeina. Rashad pointed to the sculptures and
portraits around the room. “But don’t you think this is more interesting? I like seeing what
they might have looked like,” answered Rashad. Zeina just shrugged her shoulders.
As they continued through the museum, Rashad slowed down to examine the canopic jars
made from clay. “Zeina, look at these. They were part of the tombs.”
“Let’s keep going Rashad. Thinking

about the tombs is a little scary,”
said Zeina.
On the third floor they found a

room filled with jewelry. “Wait.
What are these? They are so
colorful and detailed,” said Zeina.
She paused to examine the
necklaces and bracelets. “The sign
says these are all from the royal family of Muhammad Ali. Isn’t the detail amazing? I love all
of the patterns and colors. Sometimes jewelry really looks like art,” said Rashad.
“I could look at these all day. Rashad, was the jewelry from Ancient Egypt this detailed?”
asked Zeina. “Of course. The jewelry is even more amazing because it was made so long
ago,” Rashad explained. “I would be interested in learning more about that. Let’s keep
going,” Zeina said as she eagerly pulled Rashad’s arm.
54 PRIMARY 3
Lesson
2
WHEN WAS IT MADE?

Collaborate to estimate when each was created and place them in
order from oldest to newest.
C D
PRIMARY 3 55
Lesson
2
G H
56 PRIMARY 3
Lesson
3
RAW MATERIALS
Label the raw materials, then match each to its finished product.
PRIMARY 3 57
Lesson
4
ORIGINS OF EGYPTIAN MUSIC

Describe the instruments you see pictured.
58 PRIMARY 3
Lesson
5
SCULPTURE IN EGYPT
Look carefully at the pictures and record your observations.
PRIMARY 3 59
Lesson
6
ANCIENT PAINTINNGS
Observe the paintings.
60 PRIMARY 3
HOW THE WORLD WORKS
ORIGINS CHAPTER 3
ORIGINS OF
MEDICINE
Lesson
CHAPTER 3 ORIGINS OF MEDICINE
1
RASHAD IS SICK:
Read the story.
When Rashad woke up, his body still felt tired and his throat was sore. Rashad slowly got
out of bed and made his way down the hallway from his bedroom.
“Mom, I do not feel very good this morning,” Rashad moaned
“You have a fever, darling. No school for you today. Go lie down on the couch and I will be
in with a cold towel for your head. It will help your fever,” instructed Rashad’s mom.
Rashad turned on the TV and lay on the couch. A commercial came on the screen.
“Headache? Body hurts? Fever? Just take a couple of these, your fever will be gone,
and you will be ready to start your day. This is the best medicine you can take. No
prescription needed. You can buy
a bottle at a nearby pharmacy. Go
now. Do not wait to feel better,”
the commercial called out from
the screen.
When Rashad’s mom came back
into the room with a cold towel,
Rashad asked her if they had
the medicine featured in the
commercial.
“The commercial just told me it will make my fever go away. It probably works better than
a cold towel. I do not like putting a cold towel on my head. It gets me all wet,” whined
Rashad.
“No, we do not. I do not like that medicine. It makes you feel too drowsy,” explained
Rashad’s mom.
“Hmm. The commercial did not say that. Well, is there anything else I can take to feel
better? I hate feeling sick,” Rashad said.
“Let me think a moment. I want to try a few other treatments at home before we go buy
any medicine. I will go read some suggestions online,” replied his mom.
Rashad’s dad came to check on Rashad. “You do not look so good. I think you need more
than a cold towel for your fever or a warm drink for your sore throat.”
Rashad’s mother joined them near the couch.
“I think we should take him to the doctor if his fever is not gone by this evening,” said his
father. “The doctor will know how to make Rashad feel better.”
62 PRIMARY 3
Lesson
2
FACT, FICTION, OPINION

Read each statement. Decide whether the statement is fact, fiction, or
opinion, and then write your answer next to the statement.
Fact Fiction Opinion
1. Exercising is a healthy habit.
2. Eating healthy food is the best thing you can do for your body.
3. Jumping rope is the most fun way to exercise.
4. Eating sugary cookies will make me as strong as a superhero.
5. Getting enough sleep is important to my health.
6. Skin protects our body.
7. Taking brain breaks is a fun way to help me focus.
TREATMENT OPTIONS
Use the Rashad story to complete the chart.
SOURCE FOR INFORMATION TREATMENT FACT, FICTION, OPINION?
Complete the sentence to answer the question: Which treatment do you think Rashad
should choose?
I think Rashad should
because
PRIMARY 3 63
CHAPTER 3 ORIGINS OF MEDICINE Lesson
3
IMHOTEP
Follow along as the text is read aloud. Complete the 3-2-1 reflection.
The Edwin Smith Papyrus is known around the world for its descriptions of ancient
Egyptian surgical and medical practices. The papyrus is dated to between 1500-1700
BCE, but it may be a copy of a text from even earlier. It is not clear whether Imhotep
himself, or his students or followers, wrote the text.
The Edwin Smith Papyrus describes almost 100 terms for body parts. It also describes
at least 48 injuries and ways to treat them. An interesting part of this text is the
modern approach it takes to treating injuries. Every injury is described with the
treatment, a likely outcome, and notes.
The examinations described by the papyrus follow a process similar to modern
doctors. People are asked where they are hurt or feel pain. This question is followed
by an examination of the injury when possible. A likely outcome is recorded after
every entry. Each record begins with the phrase, “An ailment I will handle,” or “An
ailment I will fight with,” or “An ailment for which nothing can be done.”
Imhotep may have identified and treated over 200 diseases in his lifetime, even
though he was not a physician. His scientific approach to illness and injury eventually
became a foundation for modern medical fields.
FACTS I LEARNED
FACTS I FOUND
INTERESTING
QUESTION I
STILL HAVE
64 PRIMARY 3
4
PRIMARY AND SECONDARY SOURCES

Circle the secondary sources.
I was watching TV and one of the My sister left a letter she wrote to her best
reporters said I should see a movie she friend on the kitchen table.
really liked.
Source: a letter
Source: a movie recommendation
I was playing with my cousins and found At school we use textbooks to learn about
my grandparents’ marriage certificate. many different people and events.
Source: government document Source: textbooks
I like to read magazines for kids. I really My mom has recordings of my

like the stories about famous people who grandparents telling stories about when
are in movies. they were kids. We love to listen to them
before bedtime.
Source: magazine stories about actors
Source: audio recordings of family talking
about their lives
When I visit my aunt, she shows me My friend told me about a book he read
pictures of my parents when they were that he really liked. He said I should read
little. it too.
Source: photographs of family members Source: book recommendation
When I was on vacation last year, I found I am writing a report on Cleopatra and my
a piece of pottery. friend lent me her encyclopedia.
Source: piece of pottery Source: encyclopedia
PRIMARY 3 65
5
HOSPITALS THEN AND NOW

Read the text.
THEN
In Egypt, the first known hospital was built in the southwestern quarter of present-day Cairo
in 872 CE. It was one of the first places that did not just comfort the sick but also tried to
treat diseases.
One of the largest hospitals ever built was the Mansuri

Hospital in Cairo, completed in 1248 CE. The building
could hold more than 4,000 patients. There were
different areas for different conditions. It had a huge
domed lecture hall, a school, and an orphanage. There
was also a mosque for Muslim patients and a chapel
for Christian patients.
Experienced doctors taught students in a medical

school and library that was attached to the building.
Each doctor had his own personal book collection,
written by hand.
A doctor would visit each patient and record his

observations on the patient’s card. He based his
treatment on his observations. Patient details were
discussed at weekly meetings.
Special steps were taken to prevent infection. Patients were given hospital clothing and had
beds with clean sheets. Every day, inspectors checked the cleanliness of the hospital and
its rooms. It was not unusual for local rulers to make personal visits to make sure patients
were getting the best care.
Patients were placed on a fixed diet, depending on their condition and disease. The food
was high quality and included chicken, beef, lamb, and fresh fruits and vegetables.
Patients who were cured, but too weak to leave, stayed until they were strong enough to
return home.
66 PRIMARY 3
Lesson
6
NOW
The Magdi Yacoub Global Heart Foundation at the Aswan Heart Center opened in 2009. It
is located along the banks of the Nile in Aswan. The hospital
has the latest technologies. They provide training for
doctors and nurses and free medical services. They conduct
advanced research and share what they learn in a quarterly
journal. A new Center is also being built in Cairo.
Today, most hospitals serve fewer than 800 people. Many
hospitals partner with universities. Doctors share their
knowledge and skills with students in real-life situations.
Hospitals today have an organized medical staff, a
professional staff, and other health workers, such as
technicians and dietitians. The medical staff is organized into
departments, such as surgery or pediatrics (children’s doctors). Two other essential careers
found in hospitals are sanitation and informational technology support.
In addition, a hospital may have a pharmacy, a laboratory, the newest technology, physical
therapy departments, a nursery, delivery rooms, operating rooms, recovery rooms, an
outpatient department, and an emergency department.
PATIENT AND DOCTOR

Take notes about the illness or injury your partner describes.
PRIMARY 3 67
6
MEDICAL TOOLS
Look at the tools. Circle past or present and write how you think the tool is used.
1. PAST OR PRESENT 2. PAST OR PRESENT
I think this is used for I think this is used for
68 PRIMARY 3
CONNECTING
FORCES
Lesson
CHAPTER 3 CONNECTING FORCES
1
MOTION ON THE FARM

Read the story. Then write the next part of the story. Be sure to include dialogue
between Rashad and Zeina.
As soon as he got off the bus, Rashad knew it was going to be a fun day at the farm. The
farmer met them at the gate and said they would visit the cotton fields first.
A little black cat rubbed against Zeina’s legs, and Rashad told her, “I cannot wait to meet all
the other animals on the farm. We have cats at home, but I have never seen anything bigger
than a goat up close before.” Zeina said she was excited to look inside the grain silos.
The walk to the fields was short,
but so much happened on the
way. Rashad lost count of the
goats he saw in a pen next to a
big barn. He was still counting
when the farmer said, “Look,
children, this is how we sow
seeds in our field.”
Rashad did not even realize he
was in a field. Nothing was growing. How could this be a cotton field? He was about to ask
when he saw two giant oxen approaching, pulling something behind them.
“This team of oxen is pulling a spreader. Look closely at the machine they pull. Do you see
that lever? It is broadcasting cottonseed.”
Rashad watched as seeds flew out in an arch along the rows of dirt. It was like watching
a fountain. Sometimes the seeds traveled so far, and other times they fell close to the
machine. He wondered why the man driving the oxen kept changing the oxen’s speed.
“This is so interesting, Rashad,” Zeina said.
“Do you notice that sometimes the seeds go far and sometimes they fall near? What do you
think makes that happen?” asked Mr. Mahmoud. Rashad raised his hand.
Think about the motion of the oxen and the seeds. Write the next part of the story
below.
70 PRIMARY 3
Lesson
2
PREDICT THE MOTION

Read the scenarios. Predict the motion of the moving objects or person in
each scenario. Match each scenario to one predicted movement.
SCENARIO PREDICTED MOVEMENT
a dancer swaying to the left and

will move downward
trying to regain her balance
a toy falling from a baby’s hand will move to the left
a bouncing ball hitting the ground will move upward
a marble moving in a straight line

that is hit by another marble from will stop moving
the right
a rock landing in a pile of sand

will move to the right
after falling from a girl’s hand
PRIMARY 3 71
CHAPTER 3 CONNECTING FORCES Lesson
3
RASHAD’S DISCOVERY
Read the story.
“We do not always use oxen around the farm for work,” the farmer said to the class as he led
them up a path. “We have big machines to help us, too.”
The farmer walked up to a shiny orange tractor. It was bigger than Rashad ever imagined. It
could probably hold ten goats. Rashad could
not wait to sit in the cab and steer it.
Rashad noticed that the farmer was carrying
a schedule to tell him when to complete his
chores. Both Rashad and Zeina wondered
how he could read the paper while he
worked with both hands. Their question was
answered when the farmer stepped up into
the tractor’s cabin. He pulled something out
of his pocket and stuck the list right to the wall of the tractor cabin.
The farmer then reached up and pulled a small screen off the roof of the cabin. Somehow,
he stuck the shade to the bar above one of the windows.
“You never know when one of these will come in handy, so I always keep a few with me,” the
farmer said as he produced another magnet from his pocket. It reminded Rashad of when
his mom put his best drawings on the ice box. Rashad laughed, remembering how he could
not resist taking down the magnets to play with them.
Rashad’s favorite game was to test objects to see what the magnets would attract . Look
at the items Rashad tested with his magnets. Circle each item that you think would be
attracted by a magnet.
72 PRIMARY 3
CHAPTER 3 CONNECTING FORCES Lesson
4
MAGNETISM IN USE
Read the informational text . Then discuss and answer the questions.
We use magnets for practical things every day. We can stick a note to the refrigerator
or ice box with a magnet. There are toys that use magnets to make blocks or train cars
stick together. Some dartboards use magnets to make the darts stick to the board.
Magnets are sometimes used to keep wallets, cabinets, or boxes closed. Powerful
magnets can help separate some metals that can be recycled from other garbage.
How do you see magnets used around you every day?
What problems do you think a magnet could help solve?
PRIMARY 3 73
Lesson
5
THE FARMER NEEDS HELP

Read the story. Underline the problem the farmer needs to solve.
“You might think that farms are old fashioned,” the farmer said, “but our farm is always
trying to get better. We have been researching some options to give our cattle a better life.
The oxen work so hard for us in the fields, and our cows provide us with milk. We think they
would be happier if they could graze on the big open fields instead of being tied up all the
time. It is important we do not lose them, though.”
Rashad and Zeina talked about this. Rashad thought about how he used to have trouble
sitting still in class. Zeina noted that she usually worked better in class after some time to
play in the courtyard. They agreed that if the cattle could be free on the pasture, they would
be stronger and able to work harder for the farmer.
“We bought some fences,” the farmer explained. “That way the cattle can have this huge
pasture to graze freely whenever they want. It will keep them healthier and give them a
chance to exercise.”
Zeina looked at the giant pasture created by the new fences, and then she looked back at
the barn. It was so beautiful, but suddenly she noticed something. “How do you keep them
in the barn at night, so they stay safe? They could walk out in the dark and get hurt.”
“That is a great question,” the farmer replied. “We have been struggling with keeping the
gate closed. It opens like a regular door, but cattle are smart. They have started pushing it
open to get into the fields all night long.”
Rashad’s mind worked hard to solve the problem. It seemed like everyone would be happier
if those gates would keep the cattle inside during the night.
Write or draw a diagram to three ideas for solving the farmer’s problem and share
them with your partners.
74 PRIMARY 3
CONNECTING
PEOPLE
CHAPTER 3 CONNECTING PEOPLE Lesson
1
CONNECTING PEOPLE WEB

In each circle, write the name of someone you connect with in the community. On
each line, write how and why you connect with that person.
ME
CONNECTION CHALLENGES
List several people you do not connect with often. Record a reason that makes
connecting with them a challenge. Then circle the challenge you are most
interested in solving.
PERSON CONNECTION CHALLENGE
76 PRIMARY 3
2
TECHNOLOGY THROUGH TIME

Arrange each set of cards in the order in which the technology was invented.
Set 1
PRIMARY 3 77
2
Set 2
Choose one example of the previous technological applications and think what problem it
addresses and how it solves that problem.
Look at each car in the second group, then write the advantages and disadvantages of each
car’s design.
78 PRIMARY 3
3
WHY PEOPLE NEED TRANSPORTATION

Read the article on transportation with a partner. Underline reasons
why people need transportation as you read.
Have you ever taken a trip? A trip might require taking a bus across town or an airplane
halfway around the world. Where did you go? What form of transportation did you use?
Going on a trip is one reason people use

transportation. There are many other reasons
people may need to use transportation. Young
people need to be educated at schools. Adults
need to earn money at their jobs. Some schools
and jobs are too far away to walk. Everyone may
want to visit friends and family and to go on
vacation.
Transportation does more than move people

around. Transportation also moves goods. People
need a wide variety of goods like food, furniture,
and clothing. Transportation makes it easier to get
resources found in different areas. Transportation
brings goods from where they are made to where
they are sold. Transportation also helps connect
people so they can trade for the things they need.
All communities depend on good transportation.
PRIMARY 3 79
4
WHAT PEOPLE TRADE

Color the cards. Listen to your teacher for directions.
RICE COTTON CLAY
OLIVE OIL APRICOTS ALMONDS
DATES SALT STONE
JEWELS FISH PAPYRUS
SEAMSTRESS (LABOR) BRICKLAYER (LABOR) GOLD
80 PRIMARY 3
4
TRADING MAP
Look at the map of Egypt. Listen for your teacher to tell you from which region
you will be trading. Circle your region.
PRIMARY 3 81
5
MEETING PEOPLE’S NEEDS

Read the passage. Circle the types of transportation you have used to connect
with other people.
Each form of transportation provides a unique set of advantages and disadvantages, making
it ideal for different circumstances.
Bicycles are very useful for short journeys in

good weather.
Automobiles can carry people quickly and

efficiently within their communities and regions,
while trucks and trains can carry heavy cargo.
Ships are ideal for carrying cargo over the

ocean.
Airplanes are useful for traveling very long

distances or over oceans quickly.
People work together and use many types of transportation to support a community.
82 PRIMARY 3
5
DESIGNING TRANSPORTATION SYSTEMS

Read the article. Underline the factors engineers must consider when they
design transportation systems.
Engineers are trained to solve design challenges. One important design challenge is
improving transportation systems. Engineers must design a solution that meets the needs
of the community. The solution also needs to respect the environment. Engineers use a
process when they do their work, which starts with identifying a need and writing a goal.
When designing a transportation system,

engineers must think about several
factors. One factor is location. Where is the
transportation system going to go? What are
the advantages and disadvantages of that
location? How far do the people using the
system need to go? Will the system be used
on land, in the water, or in the air?
Another factor an engineer must consider

is who will use the system. Will the system
need to transport people, cargo, or both?
How many people will use the system,
and how often? If a bridge is needed,
the amount of traffic across the bridge is
important to know. How wide or strong
must the bridge be to fit everyone? What
features might be needed to control the
direction and speed of traffic?
PRIMARY 3 83
6
FLOATING MAGNETS
Read the instructions. Follow the steps to complete the activity. Record your
observations with a drawing and words.
MATERIALS
• Pencil
• Two circular magnets
Instructions:
1. Hold the pencil upright on your desk. Slide one magnet down the length of the pencil so it
rests on the desk.
2. Slide a second magnet onto the pencil so that it does not touch the first magnet.
Remember what you learned about the poles of a magnet to help you.
My Observations:
When I placed the second magnet on the pencil...

My Drawing
84 PRIMARY 3
6
TRANSPORTATION INNOVATIONS
Read the article with your teacher. First, find the innovations that
use magnets in the design. Then, read the article again and circle the
advantages and underline the disadvantages of each innovation.
Long ago, people relied on animals to cross large distances on land. The horse and carriage
allowed people to travel far with goods. Travel by carriage was very slow. Trains were
invented to help people travel long distances more quickly. Trains were also inexpensive.
Many people could afford to use them. Trains are still used today, but people want to travel
across land even faster. Engineers are now designing new ways to travel across land.
Maglev Train
Magnetic levitation (maglev) trains work

by using powerful magnets. The magnetic
force makes the train “float” above tracks.
A maglev train ride is smooth and quiet. It
can also move very fast—more than 480
kilometers per hour. The main disadvantage
of the maglev train is that it is expensive to
build and operate.
Hyperloop
The hyperloop system will send people

and goods through large tubes very fast.
The speed is estimated at almost 1,200
kilometers per hour. A trip that takes
six hours now could happen in just 30
minutes. The way it works is similar to
the maglev train. Magnets on the track
and in the sled’s engine push the pods
along the track. The hyperloop does not
need much energy to run, and it does not
make pollution. Not everyone is convinced
the hyperloop is a good idea. Some say
it is too expensive and the engineering
challenges are too difficult.
PRIMARY 3 85
7
BUILDING A NEW CAPITAL

Read the article. Answer the question.
Egypt is designing a new capital city. This capital will be a “smart” city. It will use
technology to provide services. Sensors will report smoke or fires directly to
emergency services. The smart technology will also monitor accidents and the
amount of traffic. The airport will have high-tech security systems and baggage
scanners. The new capital will be the first city in the country to not use cash.
People will use credit cards or phones to pay for goods and services.
Use your imagination. What is one new technology or innovation you would like to see in
the new capital?
86 PRIMARY 3
7
THE PARTS OF A COMPUTER

Look at the pictures on the page. What do you know about each of these
parts of a computer?
A computer system is a set of hardware (equipment) and software (programs) that work
together to complete a task or function. They input, output, process, and store data and
information. The basic parts of a computer are:
• The motherboard is where all the parts of a

computer connect and communicate.
• The input device is used to put data into

the computer. The example shown here is a
keyboard.
• The central processing unit (CPU) is the brain of
the computer. It follows commands and manages
information. The CPU sends data to the output
devices.
• The memory stores data short term so the CPU

can use it.
• The storage device stores data, like computer

programs, long term.
• The output device allows the user to see the

result. The example shown here is a monitor.
PRIMARY 3 87
8
MY TURN
Read the story to yourself. Then read the story again with your partner.
Use expression as you read.
Mother is waiting at the door. She has keys in her hand. Her foot is tapping
and she is not very happy.
“Rashad, please stop talking on your cell phone. We have 15 minutes to get
to school. We will be late again. And Yasmeen, your report should have been
finished yesterday. You have been on the computer since you got home
yesterday. You are not the only one in the house who needs the computer.
Please come now.” Mother shook her head and walked to the car.
Yasmeen turns to her brother, Rashad. “You are always on your cell phone,
Rashad. You should be more considerate of Mother.”
Rashad throws his jacket at Yasmeen. “I would not be on my cell phone if
you were not on the computer all the time. You never let anyone else use
the computer,” he says.
STAYING CONNECTED
We communicate in many ways. Sometimes we talk or text with others
and sometimes we learn or play games. Work with your Shoulder Partner
to list ways you use technology to communicate. Then think about other
ways we might communicate.
WAYS TO CONTROL
TECHNOLOGY ADVANTAGES DISADVANTAGES
USE
They are fun to play I spend too much Only play for a certain
time amount of time
Video games I can learn from
I do not play with Play at a certain time
some
friends of the day
THE YEAR 2040

Use your imagination. Think about how technology might change in the future. Draw a
picture of how you stay connected with your family in the year 2040. Be sure to add details.
88 PRIMARY 3
COMMUNICATION
CHAPTER 3
CONNECTIONS
CONNECTING
WITH
COMMUNITY
CHAPTER 3 CONNECTING WITH COMMUNITY Lesson
1
RASHAD’S CLASS NEWSPAPER

Read the story. Decide with the class the most important parts of the article.
Rashad’s class is composing a newspaper. The students name the newspaper The Report.
The class decides that the audience for the newspaper will be their families. Mr. Mohamed,
their teacher, tells the class to write about a person in the community.
Rashad and his friends are worried. They want to be reporters, but they do not understand
how to conduct an interview for their newspaper. Mr. Mohamed tells them not to worry. He
will share his interview with them to help.
T H E R E P O RT
HELPING MY NEIGHBORS
by Mr. Mohamed
Maria Mohamed is important in our Mrs. Mohamed hopes you will visit her
community. She sells fruit at Corner during the day at Corner Market. She
Market. Mrs. Mohamed smiled when will save the best pears for your visit.
she was asked why she likes her job.
She said people rely on her to find the
best fruit for their families. She even
saves special fruit for some of her
customers.
Rashad and his friends are glad Mr. Mohamed shares his interview with the class.
It will be fun to interview a friend.
KEY
90 PRIMARY 3
1
MY QUESTIONS AND ANSWERS

What do you want to know? What questions will help you find the answers?
Record your questions in one column and your answers in the other.
Interview notes with
QUESTIONS ANSWERS
COMMUNITY MEMBER INTERVIEW

What do you want to know? What questions will help you find the answers?
Write your answers across from the questions.
Interview notes with
QUESTIONS ANSWERS
PRIMARY 3 91
2
PUBLIC SERVICE MESSAGE

Look at the public service messages below. Why are these messages important?
JO󰈾󰈾󰈾󰈾󰈾󰈾󰈾󰈾󰈾󰈾
wa󰈻󰈻󰈻󰈻󰈻
yo󰉉󰉉󰉉󰉉󰉉
ha󰈝󰈝󰈝󰈝󰈝
PLANNING A MESSAGE
Read the goals of a good public service message. Create your own
advertisement.
Goals of your advertisement:
• The message is clear and easy to understand.
• The message is supported by facts.
• The audience is able to sympathize with those affected by the issue.
92 PRIMARY 3
Copyright © 2020-2021
All Copyright is reserved to the Ministry of Education and Technical Education in the Arab Republic of Egypt.
Distribution of this book is not allowed outside the Ministry of Education and Technical Education

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PRIMARY 3

The General Administration for Planning and Formulating Curriculum

Head of the Central Administration for Curriculum Development

Dear students and fellow teachers,

My warmest regards to you, dear students, and my deepest gratitude to my

Professor Reda Hegazy

Minister of Education and Technical Education

The first term

Theme 1: WHO AM I? – LIVING HEALTHY

Chapter 1: Making a Stronger Me 1

Chapter 2: Making a Healthy Body 11

Chapter 3: Get Fit with Healthy Eating 19

Theme 2: THE WORLD AROUND ME- TAKING CARE OF OUR WORLD

Chapter 1: When Habitats Change 25

Chapter 2: Water, Water Everywhere 31

Chapter 3: How Can I Help? 37

The second term

Theme 3: HOW THE WORLD WORKS – ORIGINS

Chapter 1: Patterns of Change 45

Chapter 2 : A New Look to Ancient Art 53

Chapter 3: Origins of Medicine 61

Theme 4: COMMUNICATION – CONNECTIONS

Chapter 1: Connecting Forces 69

Chapter 2: Connecting People 75

Chapter 3: Connecting with Community 89

I live on the land of Egypt, my beloved

And the spring of good deeds, and this is

3 ‫الصف الثالث االبتدائي‬

Some hieroglyphic signs:

Hieroglyphic signs Pronunciation Hieroglyphic signs Pronunciation

heart heart and windpipe

eye loaf on a mat

ear crocodile’s skin

animal’s belly village with

The Pronunciation The meaning

Pronunciation: “Htp pw Kmt”.

Words of the sentence:

THEME 1: WHO AM I? – LIVING HEALTHY

I am good at organizing my work and staying focused.

I am creative and show my ideas in diﬀerent ways.

I ﬁnd ways to solve my problems and help others.

I can communicate my ideas in many ways.

It is usually easy for me to explain my thinking.

I like to set goals to reach.

I listen and respect others’ opinions.

I think about how others feel when playing or working together.

USING CRITICAL THINKING SKILLS

What do you think the image is?

What in the image helped you decide?

What do you think the image is?

What in the image helped you decide?

What do you think the image is?

What in the image helped you decide?

WHAT WOULD YOU DO?

1. Your friend makes fun of a. Ask your friend to

2. Your friend pressures you to do b. Get help from an

3. Your friend does not listen to c. Walk away and ﬁnd

4. Your friend tells your secret to d. Be a friend—listen,

5. Your friend spreads a rumor e. Say nothing and walk