Click HERE to view the plant life cycle padlet.
This week, readers will be continuing with reading fairy tales, focusing on the traits of characters. They will learn that characters have internal traits and external features/characteristics. Readers will learn to use these traits by applying them to the heroes and villains in their own fairy tales. If you are supporting your child with this work at home, then this anchor chart contains the type of vocabulary that we will be using:
This week, writers will plan and draft their own fractured fairy tales. Students will revise as they draft. We will focus on the usage of dialogue, descriptive language (verbs and adjectives), and language structures in compound and complex sentences.
In this next topic with fractions, students practice comparing unit fractions with fraction strips, specifying the whole and labeling fractions in relation to the number of equal parts in that whole.
This week, scientists will transition from thinking about how life cycles are diverse to learning that living things share traits with their parents. We will launch a mini inquiry into traits shared with our parents as we continue to learn about how organisms adopt to their environment.
Click this PADLET to learn about different life cycles. Choose one life cycle to model and teach the class. Have fun!
Unit of Inquiry:
Central Idea: Organisms adapt to their environment to sustain life.
Lines of Inquiry:
1. Life cycles are diverse
2. Adaptation helps organisms survive
3. Living things share traits with their parents
Readers will begin this week by categorizing the fairy tale stories that they are reading by identifying elements of a fairy tale (use of magic, types of characters, etc.). They will continue by studying the sequence that fairy tales often follow (opening > introduce the setting > introduce the characters > the problem > the solution > the ending > the lesson) and by then ‘mapping’ out the most important parts of the story. At home, pages 4 to 8 of this resource will help you to support your children with their learning:
In regards as to the elements of a fairy tale, these are the elements that your children will be identifying:
Students will continue to write their own fractured fairytale. The first one we did was Goldilocks and the Three Bears. Students adapted the fairytale and rewrote it as their own. Next, they will begin to take the elements they are learning about in reading and write their own fairytale.
In this next topic, students compare unit fractions and learn to build non-unit fractions with unit fractions as basic building blocks. This parallels the understanding that the number 1 is the basic building block of whole numbers. Students will identify and represent shaded and non-shaded parts of one whole as fractions, as well as represent fractions using number bonds.
Students will student how life cycles are diverse through researching the life cycle of different animals and plants. After students will create diagrams and models of life cycles of the animal or plant they chose. Then they will compare and contrast their diagram with others to learn about similarities and differences. We will do a hands on activity and explore different fruit and vegetable seeds to predict how they develop.
During this week, which is our final week of mystery book reading, students will be using the mystery reading skills they have learned to solve mysteries, such as this one: Murder Mystery ZIP File
Students will choose one way to demonstrate their learning of the lines of inquiry. They have a menu of options to choose from and they get to be creative in their project.
Students will complete Module 3 with Topic F. In Topic F, students multiply by multiples of 10 (3.NBT.3). To solve a fact like 2 × 30, they first model the basic fact 2 × 3 on the place value chart. Place value understanding helps them to notice that the product shifts one place value to the left when multiplied by 10: 2 × 3 tens can be found by simply locating the same basic fact in the tens column.
In the subsequent lesson, place value understanding becomes more abstract as students model place value strategies using the associative property (3.NBT.3, 3.OA.5). 2 × 30 = 2 × (3 × 10) = (2 × 3) × 10. The final lesson focuses on solving two-step word problems involving multiples of 10 and equations with unknown quantities (3.OA.8). As in Lesson 18, students estimate to assess the reasonableness of their solutions (3.OA.8).
Lines of Inquiry:
We are in our final week for unit of inquiry. Students will collect the plastic they use at home this week and bring it in for a visual of just how much plastic we accumulate in one week. We will also be generating a video promising to do one thing in our daily lives to support our earth. After we make our promise, we will send the video around school for others to watch and as a way for spreading awareness.
January 18th- Field Trip
January 19th- Assembly (2D ASA Cheerleading)
Welcome back and Happy New Year!
This Friday, January 12th at 8:10am in the SPAH, 3B will be in charge of the assembly. You are welcome to come watch! We have been busy putting together some different learning presentations to share with the school. Some kids have speaking parts and others supported our iMovie projects. ALL kids have supported putting together the assembly. Please chat with your kids to find out what they will be doing, or have worked on presenting. Hope to see you there!
***They will also be performing gymnastics that morning!