Mr. Johnson's Grade 3 Classroom Blog


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  • The Power to Visualize: Reading Strategy

    RecentlyI introduced the second reading power to help with comprehension: The Power to Visualize. Students practiced visualizing different objects in their head such as rainbows, dogs and ice cream cones. We called these picture words since they were a lot easier to picture then say a word like at.

    Afterwards I read them the following story:

    I want you to visualize a lollipop. This lollipop is on a white stick and it has a

    wrapper on it. Visualize yourself holding this lollipop. I want you to notice the

    color and shape and size of this lollipop. Some lollipops are big, and some are

    small, some are round and some are flat —what does yours look like? Now I want

    you to visualize yourself taking off the wrapper. Listen to the sound as you take

    the wrapper off. Put the wrapper in the garbage. Now I would like you to visualize

    yourself taking a lick of the lollipop. What flavor is your lollipop? Take another

    lick. Now put the lollipop, if it’s not too big, in your mouth. Suck on it for a while.

    Listen to the sound it makes when it hits your teeth. Now take a bite. Listen to the

    sound the bite makes. Now crunch your lollipop and really get the flavor in your

    mouth. Some of the candy sticks in your teeth. Now visualize yourself as you take

    the lollipop out of your mouth. Look at what is left on your stick. Open your eyes.

    Students then discussed the following questions about their lollipop with a partner:

    1. What color was your lollipop?

    2. What size?

    3. What shape?

    4. What flavor?

    5. After you took a bite, what did

       your lollipop look like?

    We concluded the lesson by discussing that people's lollipops are all different because they have different experiences.

    The follow-up to the lesson was reading a book called Swimmy by Leo Lionni. Students listened to the story without seeing the pictures. Together, we drew some of the pictures we visualized in our heads and labelled them with words. Afterwards, we compared the pictures we drew from the actual pictures from the story.

    Posted Nov 9, 2018, 4:32 AM by Patrick Johnson
  • Designing and Testing Spinners and Different Surfaces
    In Science, students design and tested their own snap cube spinners. They investigated how friction affected their spinner on different surfaces.

    Posted Nov 5, 2018, 12:18 PM by Patrick Johnson
  • Cuisenaire Rods- Challenges!
    Recently, students have been using Cuisenaire Rods in math. These math rods come in a variety of colours and represent numbers from 1 (white) to 10 (orange). Students have been using these rods to solve math problems.

    Posted Nov 5, 2018, 11:54 AM by Patrick Johnson
  • Pattern Block Growing Creatures
    Students are learning to make growing patterns with shapes. Students made a creature out of pattern blocks and have them grow over 7 days in a predictable way. Students captured their learning by making a stop motion film.

    Posted Nov 5, 2018, 11:48 AM by Patrick Johnson
  • Hot Wheels Road Trip Math Task
    Students have been learning to estimate and measure using an appropriate standard unit (centimetres, metres, kilometres).

    Today, students were given a math task about Hot Wheel track. First they were shown this video:

    Students wondered:
    How long did it take to make this track?
    How long was this track?
    Could this track be over 1 km long?

    Next students were asked to estimate the length of this track, giving both high, low and just right estimates:

    Students estimated that the track was around 1m 50 cm long.

    Finally, students were given the math task below which they completed with partners:

    Students found a variety of answers. Students determine that "about 2m" meant measurements ranging from 1m70cm to 2m30cm.
    To consolidate, we made a chart showing the different ways to make tracks that were about 2m long. Here are a few examples:
     1 track         2 tracks 3 tracks 4 tracks
     1m 80cm 1m 20cm + 90cm= 2m 10cm

    112cm + 90 cm = 202cm

    1m80cm + 10cm = 190cm

    1m20cm + 60cm= 1m80cm



    Posted Oct 29, 2018, 6:18 PM by Patrick Johnson
  • Halloween Party Note

    Posted Oct 29, 2018, 5:50 PM by Patrick Johnson
  • Students Measuring Perimeter Using the Google Maps Measuring Tool
    Measuring the perimeter of Roger's Centre.

    Measuring the perimeter of the Pyramids of Giza.

    Measuring the perimeter of a roof.

    Measuring the perimeter of pool.

    Measuring the perimeter from the road to the back of our school.

    Posted Oct 25, 2018, 6:10 PM by Patrick Johnson
  • Creating Pattern Block Shapes and Measuring Perimeter
    Students have been learning to measure perimeter. In this task, students used 6 pattern blocks to make a shape. Then they measured the perimeter (1 unit equals 1 side of a triangle).

    Afterwards we sorted the shapes by the size of their perimeters. During our math consolidation, one student observed that the shapes with the smaller perimeter have more sides inside (interior of the shape) therefore those sides are not counted as part of the perimeter. The shapes with the larger perimeters are longer and more sides are counted.

    Posted Oct 25, 2018, 6:03 PM by Patrick Johnson
  • Scale of the Universe
    In Science we have been discussing and reading about gravity. We also discussed this cool video that shows the scale of objects in the universe from the smallest planets to the largest stars. Truly amazing!
    Posted Oct 25, 2018, 5:54 PM by Patrick Johnson
  • Collecting and Analyzing Measuring Data using Google Apps
    Students have been learning to estimate and measure in centimetres.

    First we discussed the width of a finger is about 1 cm and is a good way to estimate the length of an object in centimetres.

    Next we reviewed how to use a ruler (starting at 0 and measuring to the nearest cm).

    Then students were tasked to estimate and measure 3 objects from the classroom with a ruler. They were also asked to identify whether their estimate was: too short, too long or just right.

    When done, students entered in their data on an iPad using Google Forms:

    Consolidating the lesson: When done, we examined the data that was collected. 

    First we looked at students' estimates. 

    From this pie chart, we concluded that when estimating with centimetres, our estimation was most likely to be too short. We compared this to the same activity that was done the day before where students used snap cubes instead of rulers. When using snap cubes, their estimations were much more like to be just right. Also, their estimation was equally like to be too short or too long

    Students suggested that centimetres were harder to estimate because they were smaller than snap cubes and they were less familiar with them.

    Finally we looked at the objects that were measured. The data was summarized in Google Sheets:

    We used Google Sheets to order the objects from smallest to greatest. We discussed that centimetres are best used to measure smaller objects as it becomes tedious to measure larger objects with a 30 cm ruler. Also, that students estimations were most accurate when the object was 10cm or less.

    Posted Oct 17, 2018, 5:51 PM by Patrick Johnson
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