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.
Sam, Odemar and Carmella made this presentation about Lesser Pandas to share in assembly to raise awareness. This was student initiated action; they did it completely independently. Unfortunately, I cannot upload the original slideshow with all the clever animations but hope you enjoy.
We continued with our spelling sorts and personal reading and writing goals in Daily Five. We practised inferring and using evidence to support our inferences from photographs and identified the features of a recount to add to our text type wall display. All students practised using the editing prompt sheet to edit their Unit of Inquiry writing.
This week, the students created explanations of their new multiplication strategy using the Explain Everything app on the iPads. We then went on to look at different strategies for division. We can use our understanding of different models of multiplication to solve division problems. We are focusing on understanding division as repeated subtraction, not just sharing a large number into equal groups. Below you can see some plans made by students for their explanations.
Unit of Inquiry
This was the final week of 'where we are in place and time'. In Performing Arts, the students turned their work on household inventions into scripts for our class assembly. In class, they did some very structured research into life before their household inventions. They had to focus on specific group work skills during the process, as you can see in the photo instructions. By the end of the week, the students had turned their findings into a short report. They also worked on flowcharts showing the consequences of the two inventions they had focused on during the unit. The students extended their thinking beyond one immediate consequence by asking the question "So what?" each time they drew a box in the flowchart.
This week we had two morning of ISA assessments and three way conferences on Friday. Here are the highlights from Wednesday and Thursday:
Literacy: We continued with building our wall display of different text types and worked on strategies to improve our editing skills. We also tried turning a section of play script into narrative and thought about what we need to include to create a mental image in the reader' s mind.
Mathematics: The students used a bank of video tutorials to explore new strategies for multiplication. Next they will create their own video explanation.
Unit of Inquiry: As a class, the students identified four significant modern inventions used in the house. In groups, they are developing skits to show the positive and negative impact of these inventions on people's lives. Ms Marnie will work with the students on their drama and performance skills and in class we will continue with research and focus on the group work skills we need for this task.
This week was Literacy Week so we enjoyed hearing stories in Chinese, Japanese, Vietnamese and English, had a great visit from the author Dave Lowe and, of course, dressed as our favourite book characters for parade on Friday.
We continued with new spelling sorts and our usual Daily Five routines, and started to review the structure of different text types to make a wall display.
We continued with some work on multiplication this week. We reviewed patterns in the multiplication tables and thought about how we can know if a number is a multiple of 2,5,10,3 or 6. We also used cubes to build arrays and therefore find factors of numbers. Mr Gallagher came to teach us how to use the app Explain Everything. Next week the students will identify a strategy they would like to learn and use online videos as tutorials. They will then go on to create their own Explain Everything video to explain their strategy.
Unit of Inquiry
This week we looked at the interviews students carried out about how people in their family's lives have been changed by inventions. Most people chose the Internet, mobile or smartphones, the computer or cars.
The students worked in groups to represent these changes in a flowchart and to try to speculate on the further consequences of these changes.
The students also asked to have a day without electricity on Friday. It was hot and dark but the worst thing was having no wifi!
Singapore Tyler Print Institute
We enjoyed learning about the different processes for printing on our field trip this week, and taking part in a silk screen printing workshop.
This was a very short week.
In Literacy, we focused on some new spelling patterns and reviewing our writing goals.
In Mathematics, we added the multiples of 3 and 6 to our 100 charts and looked for patterns. We worked out how we could know if any number was a multiple of 2, 5, 10, 3 or 6.
In Unit of Inquiry, we watched the TV show 'Electric Dreams The 1970s' and thought about how modern technological inventions might have changed the lives of people in our families. Some of the students used the blue building blocks in their own at play time to create a 1970s house with a twin tub washing machine and a record player.
We also enjoyed the Lion Dance on Friday afternoon.
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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