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The organizing theme Between
Man and Himself, explores the concept of physical,
emotional and intellectual self-knowledge, friendship and aspects of human interaction. |
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Unit 1 - Ze Ani (It's Me)
This unit is developed from the point of view of
a boy and a girl in Grade 3 grappling with who they are, what they feel,
and how they look.
Students discuss their appearance and emotions. They explore the
socialization process and the many factors which influence their
friendships.
The unit includes poems, songs, Judaic sources, case studies, and
five graded supplementary readers.
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The organizing theme
Between Man and His Environment
broadens the concept of self, focusing on
the interdependence of man and his environment, and on the similarities in human growth
and development and that of trees and plants. |
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Unit 2 - HaShatil Sheli (My Sapling)
Students survey the number and variety of types and sizes of seeds. They
learn about the growth and function of each part of a plant and
a tree. The concept of development is broadened to include other
cyclical processes in nature. Students compare the effect of climate
and season on plant growth, and explore man's impact on plant life.
The unit includes a story, a comic strip, songs and poems and five
graded supplementary readers.
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The organizing theme
Purim Through the Ages
focuses on the interdependence of Jews which
is highlighted in the story of the Megila and on the contemporary main story of the unit.
It also stresses the value of caring and sharing responsibilities as well as joys,
reflected in the mitzvoth of Mishloach Manot (giving gifts) and Matanot L'evionim
(giving to the poor). |
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Unit 3 - Ish LeRe'ehu (Between Friends)
Through the story of a girl who is a new immigrant to Israel, students become sensitized to the
special needs and experiences which new immigrants usually encounter. These may
parallel what Esther experienced during her sojourn in the king's palace. The
notions of caring, cooperation, and of spreading joy and good-will during Purim
are illustrated in the story and are implemented in the various activities.
The unit contains a story, songs, a play and five graded supplementary readers.
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The organizing theme
From Bondage to Freedom
focuses on the miracles of Pessach and
especially on the ways in which we understand, cherish and commemorate those wondrous
events. Elijah's part in the Pessach Seder is also explored. |
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Unit 4 - Pessach BeVeit Tzidkiyahu (Tzidkiyahu's Pessach)
The notion that each Jew has to re-live the
liberation from Egyptian bondage is the underlying concept of this unit. By
following Tzidkiyahu's family, students learn to plan and prepare a Seder. They
explore the meaning of three Pilgrim Festivals (Shalosh Regalim) and welcoming
guests (Hachnasat Orchim). The story of Pessach
and the fact that a miracle helps Tzidkiyahu's family, directs students to
discussion and analysis of this concept.
The unit includes a story, songs, Biblical sources, case studies and five graded supplementary readers.
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The organizing theme
The People and the Land
focuses on developing the students'
affinity to the Land of Israel and its people. |
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Unit 5 - Eten Lach Shir (A Song for You)
Students explore the origins of the bond between the people and
the Land of Israel. They learn the map of Israel and recognize the efforts required to rebuild and resettle a country.
Through the eyes of a child,
students realize that everyone participates in and contributes to the building of
Israel. They learn that participation can take the form of emotional affinity,
creativity and ongoing commitment. This commitment, for Grade 3 children in the
Diaspora, is expressed by writing poetry about Israel and by participating in a
Zimria.
The unit includes Biblical sources, poems, songs, a script for a concert
We Sing for You, Moledet, and five graded supplementary readers.
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