Mr. Johnson's Grade 3 Classroom Blog




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  • Lego Stop Motion Sculptures
    Today students worked on their first stop motion Lego video.

    First they were given time to use and explore the Lego:


    Next, students were shown a Lego sculpture slideshow for inspiration:

    Afterwards students were shown the task:
    Task: Use LEGO to create a stop motion video and count the number of LEGO buttons (on the LEGO pieces) you used.

    1. Grab a handful of LEGO. Estimate the amount of buttons you have (for example some LEGO has 4 buttons whereas other LEGO pieces have 6 or 8 buttons). Write your ESTIMATE down on a sticky and include it at the beginning of your video.
    2. Practice making a LEGO sculpture out of your pieces.
    3. Use the STOP MOTION app to show how you assembled your LEGO into a sculpture.
    4. Use STOP MOTION to disassemble your sculpture in such as way as to make the LEGO buttons easy to count. Write the number of Lego buttons you used on a sticky and include it at the end of the video.

    CRITERIA OF AWESOME
    * I have estimated the handful of LEGO and wrote in on a sticky and included it at the beginning of my video
    * I used stop motion to capture my LEGO being assembled into a sculpture.
    *I used stop motion to capture my LEGO being disassembled into an organized way of counting the buttons
    *I included a sticky at the end of my video counting the total number of LEGO buttons I used

    Below are some of the stop motion videos students made:

    Some of the organizational strategies for counting:
    -Making groups (array) of 5
    -Making groups of 4 or 8 (some blocks come with 8 buttons, others can be made by adding a 4 button to another 4 button or a 2 button to a 6 button). I found this strategy interesting since 8 is not the friendliest of number however it was very easy to make with the LEGO pieces.

    -Making arrays

    -Making groups of 10

    - Grouping blocks that have same amount of buttons



    Posted Sep 18, 2017, 4:09 PM by Patrick Johnson
  • Science- Making Observations/ Outdoor Learning
    This afternoon we took our learning outside. We discussed that scientists make observations and field notes about what they are studying. Today we walked outside around our schoolyard. We discussed our observations as well as questions we had about what we saw (for example questions about the different types of flowers, trees, insects). Afterwards, students drew a map of the schoolyard and included some of their observations.




    Posted Sep 15, 2017, 12:08 PM by Patrick Johnson
  • Tribbles and Emotions
    We started our day today as normal with our community circle. Usually I ask a question of the day. However today, I gave each student a sheet showing five Tribbles in various moods. First students had a chance to look at each of the Tribbles and think about what emotion they were showing. Afterwards, students described how they were feeling by pointing to the Tribble which they thought resembled their mood. We also discussed why it is important to share our feelings and how this relates to the Zones of Regulation.




    Posted Sep 14, 2017, 11:37 AM by Patrick Johnson
  • Zones of Regulation
    This week we have been discussing self-regulation and the Zones of Regulation. Below is a slideshow I used to help facilitate our discussion as well as a couple of videos that I showed in class.







    Posted Sep 13, 2017, 5:52 PM by Patrick Johnson
  • Stop Motion Animation
    Today students had the first opportunity to work with stop motion animation. They used the iPad app called Stop Motion. The goal was for students to learn how to use the app as well as create a short animation where the theme was about numbers. 
    Posted Sep 13, 2017, 5:43 PM by Patrick Johnson
  • Making Bug Houses from Base Ten Blocks!
    Students made bug houses out of base ten blocks!

    The Task: Students could choose up to 16 base ten blocks to construct a bug house. Afterwards, students counted the value of the blocks. The value became the address of the bug house.








    Posted Sep 12, 2017, 11:30 AM by Patrick Johnson
  • QR Code Activity Representing Numbers in Expanded Form



    Today students practised representing numbers in expanded form. Expanded form is where you break down a number into its place value. For example, the expanded form of 158 is 100 + 50 + 8.

    Students went around the room writing down the expanded form of numbers that were posted on the walls. Afterwards, students checked their answer by scanning the QR Code with an iPad. Students also could watch a video about expanded form by scanning one of the posted QR Code video links.

    Posted Sep 11, 2017, 12:17 PM by Patrick Johnson
  • Google Accounts and Google Classroom


    This week, students received their SCDSB Google Account login information. Using this information, students were able to login into Google Classroom. Google Classroom is a private digital learning platform where students can interact, collaborate and complete assignments using the Google Suite of Apps (for example Google Docs, Google Slides etc). Many applications, such as the stop motion app on the iPads, also export directly to Google Classroom. Google Classroom is widely used in the Junior/Immediate (and higher) Grades and I feel that they will benefit from becoming familiar with it now. Their login is located on a sticker in the front of their agenda.

    During our first activity, students replied to a post on Google Classroom saying "hi" to their classmates. Our second lesson will involve coming up with classroom norms when posting on Google Classroom and we will be discussing digital citizenship.

    Best regards,
    P. Johnson


    Posted Sep 11, 2017, 11:52 AM by Patrick Johnson
  • Number Talks!
    Students are practising mental math and sharing strategies for adding numbers accurately and efficiently. 

    In this number talk, students were asked to add 7+3. Students independently used mental math to add the two numbers together, then we discussed the addition strategies (see photo below).

    Next, students were given another question and asked how answering the first question might help solve this one:
    7+5+3

    We discussed the strategy of making ten to solve this question.

    Finally, students applied the mental math strategy of making ten to this last question:
    3+6+7




    Posted Sep 8, 2017, 11:54 AM by Patrick Johnson
  • Mud Puddle and our Big Thinking Question
    Today we read the story Mud Puddle by Robert Munsch. During read alouds, we always focus on a deeper thinking question which we call our Big Thinking Question (which usually promotes lots of discussion and debate).

    Our big thinking question for this book was: If you were the main character, how might you have tried to solve the problem? (a great question to ask your child).
    Students came up with all sorts of ideas on how Julie Ann could defeat the mud puddle in the story. 
    Posted Sep 8, 2017, 11:42 AM by Patrick Johnson
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