the_muralman's 3M YIS blog

"Tell me and I will forget; Show me and I will remember; Involve me and I will understand."

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Gr3 Unit6 – Compound Machines

Design and make your own compound machine. This machine should include at least 2 different simple machines. What simple machines did you combine to make this new compound machine? What will your machine be used for? How does your compound machine work? How does it make work easier? Write about your new compound machine and present it to the class and on Seesaw.

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3M’s Work (so far) on Gr3 Unit6 2016-17

Relating to their Central Idea (“All simple machines transfer force, which can make work easier”), 3M students have been doing the following work over the past couple of weeks:

  1. What Are the 6 Simple Machines?: Students used MIKIDS to help them learn more about each of the simple machines, and found about how they work and how they make work easier.
  2. Construction of Simple Machines: Using Lego (Educational Division) and Dacta, students constructed their own simple machines (e.g. pulley, wheel & axle and inclined plane), took a photograph of their construction, labelled it, then wrote about what it is, how it works and how it makes work easier. Student work was then posted on Seesaw.
  3. Simple Machines Project: Students constructed a simple machine and added it to their arcade game, from the previous unit, to make playing the game easier for others. Students then wrote about their work, including: name of the simple machine added; how does it work, and how does it make their game easier to play. Student work and reflections were then posted on Seesaw.

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Gr3 Unit 6 2016-17

3M students have started their sixth (and final) Unit of Inquiry for the year.
Central Idea: All simple machines transfer force, which can make work easier.
Trans-Disciplinary Theme: How The World Works
Key Concepts: Form, Function & Connection
An Inquiry Into: 1. Types of simple machines; 2. How simple machines are used in everyday life; 3. How simple machines make work easier.

3M students started the unit by brain-framing “machines” and “simple machines” in groups. Students then tried constructing their own simple machines, to see if they could construct a lever or wheel and axle on their own. 3M student questions have also been posted on padlet.com (an online notice board). To view their questions, click here. Students also participated in a ‘Tug of War’ pre-assessment to take a position (agree or disagree) on certain statements (e.g. “Square wheels work as well as round wheels”; “A knife is a machine”) and explain their reasoning.

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Gr3 Games Arcade Carnival

The Grade 3 Games Arcade Carnival gave the students an opportunity to show their learning about exchange and trade. Students constructed their own arcade game, based on their own design (with some inspiration from the Caine’s Arcade video), and built only with old materials that they brought from home. They then designed signs on Comic Life to showcase the name of their game and the cost to play it. Students then came up with adjectives to describe their game, using them in a sentence or phrase to use in their own advertisement slogan/catchphrase. Students then took a photo of their game, edited it and added it to their very own advertisement (done again on Comic Life) for their game, which they displayed around the Grade 3 balcony area. All Grade 3 students then ran their own arcade game carnival for our Kindergarten/Grade 1 Buddy classes! Afterwards, they calculated their profits. Students will then donate their profit a charitable cause.

 

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Sports Day!

Thank you to everyone who attended or participated to help make Sports Day today awesome!

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3M’s Work (so far) on Gr3 Unit5 2016-17

Relating to their Central Idea (“The exchange of goods and services affects people’s lives”), 3M students have been doing the following work over the past couple of weeks:
  1. Deconstructing Central Idea: Paragraph Writing. “What Are ‘Goods’ and ‘Services’?” Make a Telling Brain Frame to list ideas. Write an introductory sentence plus at least 5 more sentences/examples.
  2. Field Trip: KidZania. The students experienced first hand what it is like to be part of the workforce. They did work to earn money and were able to spend the money at KidZania shops.
  3. Reading: The Lemonade War. Write recounts, reflections and answer questions in paragraphs (at least 5 sentences) in Language book.
  4. Project- Games Arcade: The Gr3 Games Arcade Carnival gave the students an opportunity to show their learning about exchange and trade. Students constructed their own arcade game, based on their own design (with some inspiration from the Caine’s Arcade video), with old materials that they brought from home. They then designed signs on Comic Life to showcase the name of their game and the cost to play it. Students then took a photo of their game, edited it and added it to their very own advertisement (again on Comic Life) for their game, which they displayed around the Gr3 balcony area.

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Student Led Conferences 2017

Thank you to everyone who attended our Student Led Conferences today! We hope that you enjoyed the opportunity to share in your child’s learning. What did you think of the Student Led Conferences? What was your favorite activity? Please let us know!

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Gr3 Unit 5 2016-17

3M students have started their fifth Unit of Inquiry for the year.
Central Idea: The exchange of goods and services affects people’s lives.
Trans-Disciplinary Theme: How We Organize Ourselves
Key Concepts: Function, Perspective & Change
An Inquiry Into: 1. The provision and exchange of goods and services; 2. The role of supply and demand; 3. The way people exchange things has changed.

3M students started the unit by brain-framing ‘Exchange’, ‘Fair Trade‘ and ‘Unfair Trade’ in groups. 3M student questions at the start of the unit have been posted on padlet (an online notice board). To view their questions, click here. The class has also been reading “The Lemonade War” to learn about business, selling and competition. Students also participated in a ‘Swap Meet’ to learn about supply and demand, what people value (or don’t value) and exchange. Many students brought in objects from home to class that they were happy to trade and never own again.

This trading exercise requires that each student bring in any one small object that will be given away to a classmate

 

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3M’s Work (so far) on Gr3 Unit4 2016-17

Relating to their Central Idea (“The choices that people make as they buy and consume things can lead to the creation of waste”), 3M students have been doing the following work over the past couple of weeks:

  1. Deconstructing Central Idea: Paragraph Writing. “What is ‘Waste’?” Make a Telling Brain Frame & list ideas. Write an introductory sentence plus at least 4 more sentences/examples.
  2. Materials: Look at a list of materials (wood, metal, plastic, rubber, glass, fabric) and find examples of where these have been used, in the classroom, in the building and around the school (e.g. playground). Record on data collector sheet.
  3. Decomposition: When is it good for something to break down? Students constructed a decomposition column, filled it with dirt and buried some classroom materials in it (e.g. one plastic, one metal, one paper, one fruit/vegetable, one Styrofoam, one leaf). Which items do you think will decompose or disappear? Record your predictions on data collector sheet and explain your reasoning (e.g. ‘I think the ___ will decompose because _______.’)
  4. Independent Inquiry: After our field trip to the Tsurumi Gomi and Recycle Center, students came up with their own question to research and find answers to (e.g. ‘Where does my family’s garbage go and why?’ or ‘What happens to my plastic and why?’), remembering to put their explanations in order and adding transition words between their sentences.

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Gr3 Unit 4 2016-17

3M students have started their fourth Unit of Inquiry for the year.
Central Idea: The choices that people make as they buy and consume things can lead to the creation of waste.

Trans-Disciplinary Theme: Sharing the Planet
Key Concepts: Form, Function & Responsibility
An Inquiry Into: 1. What waste is (and isn’t); 2. How waste is processed and managed; 3. The responsibility of the consumer in this cycle.

3M students started the unit by Brain Framing “What is ‘waste’?” and “What is not ‘waste’?” in groups. To view the BrainPop video on Recycling, click here. 3M student questions at the start of the unit have been posted on padlet (an online notice board). To view their questions, click here. Also, Ms. Catasti led our Unit 4 Provocation, which was an inquiry into how much waste we each produce in a school day. The children collected any left over rubbish they created during the day. At the end of the day, the students emptied their bags, observed their collections. They took photos, shared understandings as well and posed questions on Seesaw about what they learned today.

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