Please click on the links to watch leaners iMovies and their reflections on their learning through the Design Thinking.
City X Project Reflection by Parth, Antonio, Alex and Jasmine
City X Project Reflection by Albin and Isaac
City X Project Reflection by Jacob, Emily, Keenan and Kurea
City X Project Reflection by Steven, Lee, Julia and Raffaella
City X Project Reflection by Athena, Andy, Minjun
What a great way to celebrate our learning!
Thank you parents for coming to our Annual Invention Convention and for supporting learners at home while ideating and prototyping their very own inventions.
Today, grade 3 inventors were very proud to show and explain their inventions to all of you.
This year was also very special for 3A as we decided to innovate and be part of the City X Project. It has been a learning experience for all of us, walking students through the Design Process and using new technology such as 3D printings.
It has been a journey, not always easy to deal with, but definitely very rewarding for all of us. Thanks to the support we’ve got from the innovation team, we were able to go through the whole process and 3D print 19 prototypes in less than 3 weeks.
As part of the unit and the project, students have reflected on their learning and collaborated with peers to make a short movie that showcases their experiences and thoughts.
I’m uploading these movies to a YouTube channel and I’ll add them to a blog post so you can watch them if you didn’t get a chance today in the Convention.
Last Monday we launched the City X Project as part as our “Inventors and Inventions” unit.
During the workshop students are learning the value of empathy, creative thinking, and problem solving, in the context of a society whose citizens face real-world challenges.
Students were introduced to the challenges in City X. Each student was assigned a Citizen with a problem to solve. We are using the Design Process to solve this problems: Empathy, (understand) Define, (describe)
Ideate, (create) Prototype, Test
Some students were able to understand and define their citizen’s problem while for others it was really hard to empathize and also define/describe the problem. Those stages are crucial in the process because in the next one, ideate, students start to brainstorm ideas to figure out a way to solve the problem.
Working in small groups listening and sharing each other’s citizen problem helped students to define their own in a better way.
During our third session, students were ready to ideate and start prototyping their ideas. They learned that a prototype is a model of their ideas. They had some play dough and 10 minutes to create a prototype. After that they got together with a partner and in small groups and gave feedback to each other.
Using feedback is essential to improve an invention. Learners were testing their prototypes and making changes to find the best way to solve their citizen’s problem. Some students realized that the prototype they made didn’t really help, or wasn’t good enough to solve their citizen’s problem and went back to the ideate stage of the process and their list of ideas to gather a better one.
At the end, most of the students were ready sharing their prototypes and making the necessary changes so they named their prototype and wrote down a description of their invention.
Today students started 3D modelling, not with play dough but using the app 123D Design.
Some of them are already done and next week we’ll start 3D printing them.
I had some volunteers and the innovation team coming in and helping me with this whole new project. Their support was greatly appreciated.
Thursday January 22 is our Annual Invention Convention. Please check the information below.
Yesterday we started a new project called CityX where students are being walked through the entire Design Process. They will be making 3D printings next week. This project is different that the invention learners have to work on at home.
If you have any questions, please do not hesitate in asking me.
During our first social studies unit, grade 3 students have been learning how to construct and use simple maps, recognize why people live where they live, and the differences between human, natural, and man-made resources.
They have been working on their summative assessment, a Home Country Poster, including some unique facts from their home country, a map, and different resources. Students learned how to take notes using different tools such as Encyclopedia Britannica.
I’m attaching the rubric so you know what will be expected.
Yesterday we went to the library to research and take notes about resources our country has.
We will be adding this information today to our “My Country Poster.”
Our goal is to learn more from our home country, compare the resources with our host country, China, and be able to share our learning with our students.
We will be tweeting unique things from our home country so people from around the world can also learn from us.
During social studies, students created riddles based in resources of their choice. They posted them on their blog so other students can guess what they are. You are also welcome to check the students’ blogs and leave a comment or two.
On Monday we launched our first social studies unit, “Home and Away” having all grade 3 students getting together and traveling from one continent to another to learn more about them.
Since then, we have been busy learning about maps, making our own, and sorting maps depending on their features.
Finally, students were able to explore maps in small groups, and write their observations on the white board.
During our last unit for social studies, students have reviewed the concepts of needs and wants, and goods and services. New economics’ concepts, such as barter, trade, and international trade, were brought to them this year.
After doing a whole group activity, where learners were able to see the environmental impact of buying globally, they became aware of the importance of buying locally. This led us to introduce global warming and carbon footprint.
Please support your child in tonight’s homework. They should go into the climate kids website, click on the guided tour of the big questions, chose one, read about it, and write a short summary of what they read. They can try and persuade everyone about something they believe in or they just learned from reading. For example, they might choose to read “Do I need to save water too?” and start writing a thesis: “Everyone should save water.”