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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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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Math- Square Meters

When we need to find the areas of large spaces we use square meters. How many children can fit inside 1 square meter? Student predictions ranged from 10-16. As it turns out, with careful planning, teamwork and collaboration, the correct answer is 13!

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3M’s Work (so far) on Gr3 Unit3 2016-17

Relating to their Central Idea (“Creativity is a key element of performance that engages an audience and invites a response”), 3M students have been doing the following work over the past couple of weeks:

  1. Writing/Reflection: Paragraph Writing. “What makes a ‘good’ performance?”. Students discussed and listed ideas on a Telling Brain Frame. Then, students wrote a paragraph about this (introductory sentence plus at least 5 more sentences/examples).
  2. Writing/Poetry: What is poetry? After making a poetry Telling Brain Frame and learning about poetry with Poetry Class, students wrote their own “I Can’t Write A Poem” poem (the sillier the excuses, the better). Students then wrote their own rhyming poems (ABCB, ABAB and AABB), and presented their favorite poem to the class.
  3. Performance: Students were practicing for their ‘Time Buckets’ musical performance (which will take place during Action Portfolios week). Students have been experimenting with ‘found sounds’ and how they can make music with them. They practiced and refined their ‘time buckets’ composition, and made a good copy of their group’s graphic score.

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Gr3 Unit 3 2016-17

3M students have started their third Unit of Inquiry for the year.
Central Idea: Creativity is a key element of performance that engages an audience and invites a response.
Trans-Disciplinary Theme: How We Express Ourselves
Key Concepts: Form, Function & Reflection
An Inquiry Into: 1. Exploring different kinds of performance; 2. How performances are developed; 3. How a performance can be improved.

3M students brainstormed “Performance” and “Creativity” 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. For writing, students wrote about, “What is a performance?” Students discussed and listed ideas on a Brain Frame in their books. Then, students wrote a paragraph about this (introductory sentence plus at least 5 more sentences/examples).

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Hour of Code 2016

Last week was Computer Science Education Week and the worldwide event, The Hour of Code. The purpose is to introduce students to computer programming and show them how to learn the basics of coding. Our 3M students have been practicing coding for over a month (with computers and without computers), and were well-prepared for this event. In 3M, students used both laptops and iPads throughout the week. They started off with the programming game Angry Birds, that gives the students a practical understanding of the basic concepts of drag-and-drop programming. This was followed up with learning similar programming on their laptops with Star Wars, Minecraft and Moana. On their iPads, students practiced coding with Lightbot: Code Hour and Bee-bot. This concluded with the students animating (individually and with a partner) with Scratch on the laptops and Scratch Jr. on the iPads. The students are not just learning to code for the sake of coding. They are learning how to create solutions. We are celebrating all of the solutions that they came up with.

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MOvember/Charity

MOvember is finished once again. Thanks to growing a moustache for a good cause, and the generous hard work and donating efforts of our students, 3M raised ¥23,870 for the Van der Poel Orphanage Christmas fund this year!!! Thanks, everyone!

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Cross Country Day Planning

In advance of the ES Cross Country Day, Gr.3 students (in class) looked at how big Negishi Park really is and how we could create a running track for the race. The students used a map and string to create a running track of about 1-1.3km. The next day, Gr.3 students (in groups) went to Negishi Park to see where they could run. Looking at the park and their maps, they had to decide which path is good or not good (and explain why or why not) for their running track of about 1-1.3km. They documented their explorations with photos. Back at school, students then individually wrote down their ideas and published their work on Comic Life or Google Docs.

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3M’s Work (so far) on Gr3 Unit2 2016-17

Relating to their Central Idea (“Exploration leads to knowledge and innovation”), 3M students have been doing the following work over the past couple of weeks:

  1. Explorers: Report. Students noted the places explorers (Christopher Columbus and Captain Cook) went to on a journey. Then, students wrote a report (paragraph) about that person’s journey, detailing where they explored, what they discovered, found and learned, and what we now have due to their explorations. To view the BrainPop video on Christopher Columbus, click here.
  2. My Dream Destination: Where do you want to go? What does it look like? Students used their imagination to draw and color it. Students then wrote about their dream destination- I want to go to _____ to explore _______. I want to look for ______ and I want to find out _______. I want to learn ________.
  3. Makerspace: Compass. Students made their own compass. It will not be as accurate as one from a store, but it will give students a good idea how and why a compass works.
  4. Maps: Students made a map of the park across the street. They first took photos to help with their planning, then added grids and coordinates to help them (and others) find things on a map.

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C.S.I. (Color/Symbol/Image)

Related to the start of our second Unit of the year (Central Idea: ‘Exploration leads to knowledge and innovation’), students started the unit by brainstorming ‘Explore’, ‘Explorer’ and ‘Exploration’ in groups. 3M students then imagined “What does exploration mean to us?”, and “How can we show our thinking to others?”. Students used C.S.I. (Color/Symbol/Image) to illustrate what ‘exploration’ meant to them. What color, symbol and image did you choose and why?

What does 'exploration' mean to you?

What does ‘exploration’ mean to you?

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