As the end of the school year approaches I wanted to take a moment to share some information with you from our specialists. Ms. Tanja has prepared a summer reading programme which would be a great way to keep your child reading over the summer! She has shared this information with students but please do take a moment to read through what it entails. Maintaining reading enthusiasm is super important as is modelling reading for others.
The summer reading program and title suggestions are up on the library blog and can be downloaded from there:
Additionally, Bruce has provided information on the ICT blog about how to export See Saw. Grade Three is the final year that Primary Students use See Saw as next year they transition to websites using Weebly. Please see further instructions for how to save your childs' work by clicking this link.
We are continuing our focus until Wednesday. Tomorrow students are presenting debates related to consumerism and will argue for or against a given topic. They have been busy researching ideas for this and we look forward to seeing how they can argue a point. Also, students participated in a culminating mini Grade 3 Battle of the Books today. Based on Literature Circle books read, students answered questions within teams in preparation for next year!
Please note that the blog will be archived over the summer.
I want to take this opportunity to wish you all a restful break with family. It has been a fantastic year getting you know you and spending time with an amazing bunch of Grade 3 students. I am moving home to Adelaide next year and I am so thrilled to have had such a supportive and productive year in Grade three. We wish Cyrus, Ebba, Florence, Matteo and Mrs. Glen all the best on their new adventures too!
All the best,
We have had a very busy week with the service learning fair on Wednesday, personal inquiries, a lot of time activities, problem solving and read aloud (amongst many other activities!) Though the year may be drawing to a close shortly, we are still very busy in 3ren!
During maths this week we have been focussing on time. The standard for Grade three is to be able to tell and record time to the minute. One common error made is to draw the hour hand in the wrong place. We have spent some time this week watching how the hour hand moves along with the minute hand. So, the hour hand should be half way through the 2 and the 3. We have been practicing reading time both digitally and on analog clocks and using it within the context of problem solving. For example, if we start maths at 8:25am and finish at 9:45am how long do we do maths for? We have made clocks, timed ourselves for one minute and one second and gained a better conceptual understanding of how long an actual minute or second is. We have played games and done warm ups and read the ‘clocks’ on each other’s wrists. Please do take the opportunity to continue telling the time at home, calculating authentic elapsed time problems and generally talking about how long activities take - it all really helps!
We have been working on adding detail. Based on the memories that were written last week, students have identified different ways to add details. Some of these ways include adding rhetorical questions, sensory details, varied punctuation. Sharing with peers enabled more feedback to be given and so the revising and editing process continues. We started with revising a sentence, then revising a paragraph then revising a whole piece of writing. It is encouraging to see the changes being made and how much of an improvement has been made! Additionally, students worked on finding specific parts of their literature circles book that clearly showed emotion in order to identify parts that inferences were made. They are getting really good at reading between the lines!
We have been presenting personal inquiries this week which the students have LOVED! We have had a great opportunity to learn from each other and give authentic feedback as well. Next week we are working on debates that will reflect the central idea - Consumer choices have future consequences.
With so many changes this week including the music concert, rehearsals, swimming and a visit to the community centre with our buddies it has been a rather busy week!
Students continued inferencing practice on Monday during Literature Circles. They were tasked with finding examples in their books of moments that the character showed strong emotion. Then, students had to look for the clues that the author left that helped show that emotion without explicitly saying it. As well as this, students have been working on writing a memory of theirs from their childhood which we will then edit to add detail. Additionally, we shared our explorer journals with 3ai students today in a celebration of writers. We are looking forward to sharing these journals during the share day coming up.
We reviewed area and perimeter early in the week to prepare for the summative assessment. Students were challenged with problem solving, identifying attributes of quadrilaterals, calculating side lengths given a perimeter, solving for unknown side lengths and identifying parallel lines. We then did a pre assessment for our next mini unit which focusses on time. The expectation for Grade 3 is that students can tell time to the nearest minute and calculate elapsed time problems.
Students have been working on personal inquiries this week! The first step for this is to craft a question which isn’t always as easy as it sounds. It needs to be a questions with some depth, but that is specific enough to research. Using websites, documentaries, Brain Pop, video clips, books, experts and prior knowledge, students have been building their knowledge and creating presentations or a way of their choice to share their knowledge with others. The excitement is wonderful to see and the levels of engagement are high! Next week we will share their new understandings with each other and move on to debates on needs and wants.
Music concert & community centre visit!
The Grade 3 concert video clip
Additionall, we UOI
This week we have been focussing on consumerism and the production cycle. We began the week by watching The Story of Stuff, which is a strong view point on the impacts our consumer choices are having on the world. Whilst this view may not be shared with everyone we showed this as an example of the production cycle and it's linear design. The linear design means goods are extracted, manufactured, distributed, consumed and then ends up in the dump. This got students thinking about where resources come from, what choices they can make and what alternatives there are to dumping goods. We forwarded through the most pertinent parts that helped us to have an understanding that the hidden costs of good are often exactly that, hidden. We queried who makes the goods? How the waste is disposed? How can we make stronger choices? Interestingly, the terminology planned obsolescence and obsolescence come up - in other words, good that are designed to have a limited life span so that we go out and replace them or with planned obsolescence, we want to keep up with the latest trend and buy new goods too. Needless to say this sparked interesting discussion.
Additionally we had a guest speaker, Mr Andrew Chambers, from Tsunami to explain the production process of our school uniform shirts and how they are made from plastic water bottles. The students had some great questions and were super interested in how plastic could be turned into thread to make shirts from.
Later in the week we did a values auction. This activity was designed to stimulate thinking again on needs and wants and what value we place on them. In groups students had time to plan items they wanted to bid for and justified ideas to each other. Then, we conducted an auction to find what items people bought and then reflected on whether thinking had changed, what items were really valuable and what were needs and wants.
This week we have focussed on the concepts of area and the relationship it has with perimeter. Students practiced finding the area using tiles to cover their maths books. It was interesting to see the range of strategies and connections being made. Some covered the cover one by one, others connected it to arrays and used repeated addition to solve, others calculated the length and the width and knew to multiply. Consequently we were able to 'create' our own formula and could visually see that when you multiply the length by the width you could find the area. This also enabled students to have a better understanding of why we measure area using square units.
Using real world contexts of designing a house floor plan, students worked in groups to construct a floor plan using the big block, then measured and calculated the area and perimeter of each room. This required precise measuring skills and proved a challenge to record thinking as they went along. This activity enabled students to visually see the difference between area and perimeter and how they were related. Other activities like designing bunny pens with desingrated areas and perimeters gave students further opportunities to practice new skills. One exit ticket question was can you create a shape with equal area and perimeter? Today students had a skin graft problem and had to work together to find out how many square centimeters of skin we would need to find the area of a person in the group. This required teamwork, estimating, trial and error, calculating and communication skills to convince teachers they were correct.
Next week we will continue problem solving with area and perimeter before focussing on time.
We have been doing Writer's Workshop this week whereby students have been free to write about a child hood memory. Initially we did a mini lesson on how to choose topics for writing. Students drew drawings and created a memory map first. After that they shared a memory with a peer and categorised their memories according to feelings. Then, students chose a memory to write about. We will continue to revise and edit using mentor texts on how to add details next week. Importantly students have the opportunity to share and give feedback to other - a process that at this time in the year, they really enjoy!
This week for literature circles we have continues to work on the skill of inferencing. We created a bag of objects and students had to tell what they thought about that person based on what was int he bag. Then, we looked at a collection of photos to try and infer what the items said about that person and why. Using this skill, students then designed their own bag and drew what they thought would be in it based on a character from the book they are reading.
Ms. Tanja, as promised, has share the link to the Kate DiCamillo event with us and you can watch it here. Also, you can find it on the library blog too.
This week we have been focussing on the concept of perimeter. We have been practicing using a ruler to measure accurately. We began the week by creating tessellations in partners using Escher's work to inspire us. This required that students know how to do slides and have a visual of how to take one piece of a shape and move it to the other side. Then, students traced around their template to form a repeating pattern. This was rather challenging as it required students to be very accurate and have sound visual spacial awareness.
To introduce the concept of perimeter students were given the challenge of working out how many metres of edging we would need to replace the edge of the carpet. This inquiry allowed students to have an authentic problem to solve within a group. They worked together to use metre sticks, rulers, string and repeated addition to work out the estimate and then the actual measurement. Students compared answers with each other and strategies and did realise that using rulers and metre sticks to measure curves. Later in the week we practiced finding the perimeter of squares and rectangles and other shapes with straight sides. Today during maths, students were given the total perimeter and then had to determine the length of each side to create a robot. Next week we will be moving toward area and then tying the two concepts together.
We have begun our new unit this week and students have enjoyed learning more about needs and wants to help tune in. Our central idea is “Consumer choices have consequences.” The following 5 weeks will be an inquiry into the types of choices we make as consumers, the impact these choices have. We will investigate how products are made, what materials are used and where these materials come from in an effort to talk about finite resources and planned obsolescence. This week students have learned more about needs and wants and we began investigating where items are made. We had a rich discussion today about why so many items are made in China which we will continue on Monday. Additionally, we investigated labels on clothing to see what materials were used and where in the world they were made. You can help support this unit at home by talking about the choices you make as a consumer, the design process of products, the carbon foot print items can have and our responsibility to make informed choices about what we use and what we buy. Some of these concepts are rather challenging to understand but they are important ideas. This unit is How We Organise Ourselves and we are looking at it through a lens of what contributes to the economy but in a Grade 3 friendly way.
This week we have been practicing the skills of inferring during literature circles. This is a higher order thinking skill that is introduced in grade three and then practiced for the rest of our lives as readers! Inferencing involves using prior knowledge about a topic and matching it with clues left by the author to work out what is being said. It is like reading between the lines. On Monday we watched this video clip and then, as a group, discussed what we thought happened to the cat. What clues did the author leave and what did we already know? Putting these ideas together enabled students to infer as to the outcome of the cat! Additionally, we read This Is Not My Hat by Jon Klassen
I Want My Hat Back by Jon Klassen
These stories provide opportunities for students to infer, agree, disagree and justify their opinions with each other. We will continue to practice this skill for the next few weeks.
The great news is that journals have been completed! Students have worked really hard to produce journals that reflect their understanding of perspective as an explorer. I'm wondering if anyone is interested in coming in and having a cozy read of the journals next Thursday morning? I will leave it as an open invitation for anyone who would like to come in. I will send them home in a few weeks once we have finished assessing and reading them all.
On June 1st, the students will celebrate and continue their education of the many charities we support over the year through our curriculum.
Plastic Free Seas and The Nature Conservancy are two of the many great organizations close to our hearts at HKA, and they continue to help protect and preserve our environment. At HKA, we would like to continue to raise awareness by creating up-cycled shopping bags from used t-shirts and reduce the amount of plastic bags that go into landfills or end up in our waters. During the Service Learning Fair we will be creating and decorating the up-cycled bags and students will be able to take their own bag home to use afterwards.
We need your help in collecting old T-shirts that could be used to create these bags. Please have a look around and see if there are any old t-shirts you would like to part with and send them to your child’s class between Monday, May 16th – Tuesday, May 24th.
Keep an eye out for the 3ren happy moments as the year unfolds.