The end of October and beginning of November are a busy time as we celebrate/observe Hallowe'en, Día de Los Muertos, and Remembrance Day within 2 weeks of each other.
Students compared and contrasted the 3 days to see the similarities and differences first using T-chart style tables, and then Venn Diagrams, which allowed them to represent their ideas in different formats.
ASK ME ABOUT: Do I think Día de los Muertos is more similar to Hallowe'en or Remembrance Day? Why?
Calavera Scratch art - Día de los muertos
To design our own calaveras (sugar skulls), students learned how to make beautiful scratch art. First, they coloured an entire page with waxy crayon. Next, they painted an opaque layer of black paint mixed with soap (yes soap!) over the crayon and left it to dry. The next day students were able to use a hard object to scratch away the paint and reveal the colourful crayon layer below. Students worked from sample calaveras and noticed the symmetry of the designs. Can you find the line of symmetry in our art work?
Coronas - Remembrance Day
As part of our Remembrance Day celebration, each class was asked to decorate a wreath for the assembly. The grade 3's worked very hard to make their wreaths for the whole school to see.
Students have been using iMovie and their artistic skills to create a video recording of their Halloween poems. Stay tuned as we upload more videos of student recordings!
Minerals are the building blocks, crystals are the form. Students explored crystals as patterns within the natural environment. They 'grew' crystals from two common household staples: salt and sugar. We observed the crystals over 4 weeks and tracked our results.
1. Do sugar crystals grow faster than salt crystals?
2. Do sugar crystals have different shapes than salt crystals?
Vocabulario de Ciencias
ASK ME ABOUT: Why did the salt and sugar crystals have different shapes? Why do you think observing crystal shapes is important to understanding a mineral sample?
Observing, Describing, and Comparing Rock, Mineral, and Gemstone Samples
Students were given a special treat when our Museokit from the Glenbow Museum arrived two weeks ago! We examined a number of rock, mineral, and gemstone samples, sketching some of our favourites along the way. We even got to use our real-world problem solving skills to put the kit back together when it got all mixed up! (Oops!)
During our time with the Museokit students were...
- observing various type of minerals including gemstones
- discussing in small groups the type of lustre observed in minerals and rocks
- using instruments such as magnifiying glasses and flashlights to enhanced their sight
- sketching and drawing their birthstone
- reading and analizing interesting facts of their birthstone
- differentiating whether is a legend or a fact
ASK ME ABOUT: What was your favourite sample from the Museokit?
Learning about services needed in a community is a major component of our Social Studies curriculum in grade three. Did you know that 783 million people in the world do not have access to safe drinking water? We are grateful to have such amazing water treatment facilities in Calgary, along with access to health care in case we get sick.
With the help of CAWST, grade threes learnt all about safe drinking water, sanitation, and the hygiene services needed to stay healthy. They followed the story of Tihko, a small girl from Zambia, who helped her community learn about sanitation and hygiene technologies.
Walk for Water
For many of us, safe drinking water is usually only a few steps away – just open the tap at home, school, or at work, and there it is! In many countries, however, the situation is very different – kids must walk an average distance of 6 km per day to get drinking water! In an attempt to better understand the challenging nature of these situations, the grade threes went on a 'walk for water' going to the Glenmore Reservoir and back to school.
Taking advantage of one of this season's favorite vegetables, students closely examined the pumpkin in all its glory!
English Languages Arts:
- What do pumpkins look like? Smell like? Taste like?
- Students used their senses to brainstorm a list of "juicy words" to describe a variety of pumpkins
- Using their word bank, students wrote a descriptive paragraph about pumpkins
- I can use periods to separate my ideas
- I can use different words to start my sentences
- I can use capitals at the beginning of my sentences
GREEN capital first, RED period last
ASK ME ABOUT: How do you remember to include periods and capitals in your writing? Is there one strategy that works best for you?
Our tennis residency is well underway and the students are loving it! Through a variety of games and practice activities, students have been working on:
- Ball balancing (forehand and backhand)
- Feet placement
- Angling the racket to direct the ball
- Controlling the swing to manage the distance the ball travels
Students have also learned about the lines limiting the space of the tennis court, safe handling of the tennis racket, and good sportsmanship. Thank you so much to our awesome instructor!
ASK ME ABOUT: Where else might we be able to use the same, or similar, movements and skills that we have learned through playing tennis? Do you know of any similar sports to tennis? How can tennis improve our penmanship (handwriting)?
Hover your mouse over the images below to see student comments and questions about the the program.
Diwali is a Hindu-originated festival celebrated in India between October and November. The five-day celebration — also known as the “festival of lights” — has become a national festival marked by most Indians regardless of faith, with Jains, Buddhists, and Sikhs also celebrating.
The grade threes kicked off our study of India by learning about this important festival and the traditions involved in this celebration.
The Story Behind the Celebration
Being in a second language program, our students are used to looking for clues to help their understanding of Spanish. The grade threes were asked to use the same skills to interpret the story of Rama and Sita. Students were first asked to watch the video in Hindi, then discussed their understanding in English. Below is the story in English.
ASK ME ABOUT: What similarities can we find between this story and ones we are already familiar with? Does every story need to have a 'bad guy'?
Students acted out this story in groups and discussed why the characters are so important to understanding the celebration of Diwali.
ASK ME ABOUT: If each student has 2 arms, how many kids together (like the students above) would it take to show Ravana's 20 arms?
Diyas are clay lamps that decorate the homes of Indians during Diwali. They are used to light the way for Rama and Sita's return to Ayodhya after defeating Ravana. The light represents the triumph of good over evil.
But why clay?
Science Connection: Clay is one earliest minerals being used in India. Clays originate from rocks by weathering. In India, clay is used not only for making brick, but also utensils, household appliances, and images of Gods and Goddesses.
Geography Connection: Clay is available in the banks of many rivers, such as the Brahmaputra, the Ganga, the Godavari, the Kaveri.
A rangoli is a colourful design made on the floor near the entrance to a house to welcome guests. At Diwali, people draw bright Rangoli patterns to encourage visitors to their homes.
We explored the concept of symmetry as we drew our own rangoli patterns using a 10 x 10 square grid and a variety of mediums (pastel, paint, pencil crayon, marker, and colored salt.
ASK ME ABOUT: How many lines of symmetry did your rangoli have? What does it mean for something to symmetrical?
Cold and flu season is fast approaching and our Grade 3 teams have been enlisted as hand washing Police to battle germs! Our school nurse visited to demonstrate the importance and techniques of washing our hands so the Grade 3s could then teach other students in Kindergarten and Grade 1.
First, students learned exactly how to wash their own hands, with tips on the most commonly missed spots and how long to scrub for.
ASK ME ABOUT: What song can I sing to make sure I wash my hands long enough?
Next, the nurse gave each student a special "germ" powder to rub all over their hands, it glowed bright purple under a black light and their task was to scrub it all off! If any powder was left over after hand washing, our nurse used the black light to show them where they had missed and sent students back to try again.
On her second visit, the nurse showed the students how important it is to cover a cough or sneeze with your inner arm - and not our hands! She demonstrated the spreading of germs using glitter, and "sneezing" it into her own hands. Through a chain of students giving high fives, the germs were passed all the way down the line of 4 more people! This also re-emphasized the importance of washing our hands!
ASK ME ABOUT: How far can a sneeze send germs?
Next Step: Sharing our learning
Once we were hand washing experts, the Grade 3s were off to teach their peers the same important information!
Students were tasked with creating a presentation to teach the Kindergarteners and Grades 1s about proper hand washing. For some groups this was though a skit or song, and for others it was a poster and demonstration. Students were encouraged to do their presentations in Spanish and required the use of some new vocabulary to help them do so:
In our classrooms, as we begin to look at other cultures around the world and in our own country, the students have started to discuss the meaning of perspective. We have talked about the difference between facts and opinions ("I know that..." vs. "I think that...") as well as the idea that how you perceive the world is affected by your own story (connecting to our year's overarching theme - What is our story?). As we journey through the year, students will learn about cultures and values different from their own and will be encourage to understand that, just because we see something that may be strange or different, it does not mean that it is incorrect or "bad".
Up to this point, some activities the students have worked on have included:
-Guessing mystery objects from a bag and understanding that someone will usually guess an item that is familiar to them
-An art project drawing a "naturaleza muerta" (still life) from different perspectives to show that the same items can be seen in different ways
-Looking at First Day of School photos from other countries and observing similarities and differences to their own first day!
Our grade 3s have been learning about children's rights through a variety of lenses and perspectives, one of which explores reconciliation through education and age appropriate discussions regarding the history of Residential Schools in our country and province. Orange Shirt Day is an opportunity for First Nations, local governments, schools and communities to come together in the spirit of reconciliation and hope for generations of children to come. For more information, FAQs, and Phyllis' story (answering the question 'why orange?'), please visit this link: http://www.orangeshirtday.org/
ASK ME ABOUT
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