Unit of Inquiry – Who We Are: This unit is a wonderful unit to start off the school year as we inquire about the characteristics of influential people and how we influence each other. Establishing a “Growth Mindset” is also a part of this unit and is an essential part of being a self-directed learner. This unit of inquiry has integrated well with reading and writing biographies as we learn about influential people who have brought about change through their ideas, actions and attitudes.
Central Idea: Through their, ideas, actions, and attitudes people have sought to solve problems to bring about change.
Lines of Inquiry:
- Characteristics of influential people
- How people influence others to act and change
- How we identify problems and solutions to bring about change
Key Concepts: change, responsibility, causation, form
Related Concepts: influence, action, impact
Here are some questions for the unit which families are encouraged to discuss at home.
- What does influence mean?
- What are the characteristics of influential people?
- Who influences you? How?
- Who do you influence? How?
- What problems or difficulties have you had where you intervened (need to find a solution) to bring about change?
ELA: Students have been reading biographies and have chosen someone about whom to write a biography. They will soon be putting the finishing touches on their biography writing and publishing their work – be on lookout for their biography writing on Seesaw! Our next unit of writing will focus on scientific writing and will be integrated with our How the World Works unit of inquiry.
Please ensure your child has a ‘just-right’ (independent) book to read at school every day. No third grader should be caught without a book! To assist with finishing a book and maintaining interest, students should be reading the same just-right book at school as they do for their 20 minutes of reading each night. Some reading comprehension strategies we have been working on are metacognition (thinking about what is going on inside our head as we read); asking questions before, during, and after reading; using context clues to make predictions; and making connections (text to self / text to text / text to world).
Math: We are wrapping up Unit 1 and students will be taking the end-of-unit assessment soon. THIS POST from September 11th contains information and resources for this unit. You may also refer to the “G3 Math Resources” page on the menu bar above this post for a plethora of math resources to help your third-grader at home.
Our next math unit will be Place Value and Problem Solving with Units of Measure. Students will explore measurement using kilograms, grams, liters, milliliters and intervals of time. The unit will also investigate rounding and estimation as strategies to help solve problems. Families can help make real-world connections in this unit by having their third graders get involved in weighing things at home and/or at the market as well as noticing the measurements (amounts) listed on package and bottle labels. Telling time on an analog clock is quite difficult for most third graders, so making this a part of the daily routine at home would be very helpful. Students are encouraged to utilize IXL for their math skills practice as much as possible. Please see the “G3 Math Resources” page on the menu bar above for math resources for unit two to help your third grader at home.
Goals: A big THANK YOU to the parents who attended the Goals-Setting Conference and supported their third grader in the goals they set for themselves. We encourage parents to help keep these goals ‘alive’ by checking in with their children to see what they are doing to achieve their goals.