We looked at features of persuasive posters this week and what makes good poster. We looked at how to punctuate dialogue and compared speech in chapter books to speech in our assembly play script. The students collected good examples from their reading books showing punctuated speech followed by interesting verbs and adverbs. The students continued to work on their Daily Five goals and spelling sorts.
This week, we finished working on the repeating cube pattern, finding ways to describe the rule and predict future iterations of the pattern. The students used a range of strategies to solve the problems "What colour would the 53rd cube in the pattern be?" and "What colour would the 100th cube be?" You can see some of them below. We then moved on to look at how to make a table to represent a growing pattern. The students also attempted to draw line graphs or create them in Google Sheets. The example below is by Carmella and Allegra.
Unit of Inquiry
This week we finished thinking about the water cycle and moved on to how we access water in Singapore. We looked at some public service announcements and posters by the Public Utilities Board about saving water, and watched a video explaining the Four Taps. We went and looked at the storm drain network around the campus to see how rainwater is collected. Ms Wolter gave us a presentation about the water well she has on her property in California. We looked at the questions students asked about water last week and realised we had answered some of them.
Students continued with their Daily Five goals this week. We focused on inferring meaning from a persuasive poster, using evidence to support our ideas and practised our scientific writing in Unit of Inquiry. We reviewed the importance of choosing good fit books and making sure we finish books so we can practise and explain our strategies. We identified some good verbs in the book My Hamster is a Spy that create an image in the reader's mind, such as 'glare' 'sigh' and 'gape'.
The students continued working on telling a story from temperature line graphs . From the shape of the graph, we can say if it's getting hotter, colder or staying the same. The students found differences between temperatures, including the difference between some negative and positive temperatures. We went on to start describing a repeating pattern and looking for ways to predict a pattern. In problem-solving, we applied our multiplication and division strategies and what we know about multiples to solve this problem:
Mike designed a machine to cut cookies. It seemed to be working well but, after making a big batch, he realised that the eighth cookie is always the wrong shape and can’t be sold. Out of a batch of 112 cookies, how many can he sell?
Unit of Inquiry
This week, we continued to think about evaporation and condensation and watched what happened to a bottle of water after we took it out of the freezer. The students thought that the frozen bottle was heavier than a liquid bottle so we weighed them and found they were the same. They had some interesting theories about why people had thought either ice or water was heavier.
We boiled a kettle and saw the steam condense in the air, and we were able to capture some on a whiteboard and see it turn back into liquid. This led to some students asking what would happen if we heated up apple juice or Coke so they used their scientific thinking to design ways to test this and write up a plan.
We looked at a video about the water cycle and read a couple of books about it. This generated a lot of questions for us to inquire into.
This week we did a lot of writing in different contexts; the students finished off writing about life before the inventions they'd studied, they wrote reflective recounts for their portfolios based on our new unit provocation and they did some procedural writing about an evaporation investigation. In all cases, the focus was on planning properly and then using our new editing prompt to go back and find errors. Students also continued with their personal writing in Daily Five. In reading, we focused on identifying good adjectives and we practised generating adjectives that evoke the senses to create a mental image for the reader.
This week the students continued to work on division strategies, then we began a short unit of inquiry about describing change. Our central idea is:
Graphs and charts can tell a story about how something is changing.
We have been looking at line graphs in the context of temperature and climate. Interpreting and creating line graphs was quite challenging so we will continue with this next week before looking at how we can describe how patterns are changing.
Unit of Inquiry
We began our unit sharing the planet this week with some activities to activate prior knowledge and assess what students already know, as well as to provoke questions.
When the student came into class on Tuesday, there were different amounts of water of varying quality on the four tables. We told the students this was their drinking water for the day. This provoked discussions about fairness of access, having enough water or having dirty water and what you could do about this. We thought about our water access in Singapore.
We also created some puddles outside and drew chalk circles around them. We used this to find out what students know about evaporation and the water cycle and to practise some scientific thinking; hypothesising and then recording what we had done.
We are a Grade 3 class in Singapore. We hope you enjoy sharing our learning journey with us this year. Our class teacher is Ms. Vicky and our Teacher's Assistant is Ms. Noreen.
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