Updates of Grade 3B

The only thing that interferes with my learning is my education.

Albert Einstein

Unit of Inquiry

Students continued with their lessons on waste management with a visit to the sewage treatment plant in school and recorded their experience using procedural writing or a flow chart. This was followed by a group activity where they visited different areas of the school as part of small groups. They investigated and collected evidence (pictures) of various types of waste created in these places. They then analysed the pictures using a visual thinking routine of their choice. Students did a chalk talk activity where they analysed a valuable statement from stories read earlier and formed their opinion of the same. In the waste management lesson, they finished off by knowing about types of waste generated and how they can be managed. They participated in a group activity where they were given 2-3 scenarios to analyse how best waste can be managed.

English

Students worked on their creative thinking where they learned to identify valuable statements from the article/story read to them while backing it with evidence. They honed their understanding of spell-bee words through a peer assessment activity. In tandem with their UOI waste management lesson, they learned co-construction of rubric and paragraph writing. For a similar unit integration lesson, they created “valuable statement” while reading the waste management article with the underlying thought “‘Waste for one person is necessity for another person”. There was a group activity where each batch was provided with 2-3 scenarios related to waste/3 R’s. Students analysed and discussed each scenario within their groups.  The summative assessment for articles and pronouns as well as spelling was taken.

Mathematics

Students were introduced to weight measurement through inquiry activity. They had to guess the weight of various objects presented to them which was followed by the actual weighing of the same articles. They learned about units of weight and their application in real life scenarios. Students understood conversion of units from their mentors from Grade 4. They explored online resources and read fact sheets to further understand the concept. Three stations were set up in class for different concepts (number operations, measurement, data handling/bar graph). Students were encouraged to visit each of them to reinforce or display their understanding while challenging themselves. During practice sessions students worked on unit conversion and word problems related to measurement of weight.

Hindi

For Hindi, the students enhanced their listening skills while concentrating on the story “Abha ka Janamdin” and narrated the same to each other to improve their speaking skills. They encouraged their peers to hone their reading skills by viewing the same. They also identified words with different matras. To improve their writing skills, some wrote words from the story while others made sentences using those words. Some chose to use visual imagery. Students enacted the Hindi story “Billi ke Bachche” through role play. 

Hindi ab-initio

During their Hindi lesson, students shared their views on the topic ‘मानव ने क्या बनाया और क्या बिगाड़ा’ through VTR –Tug of war. They revisited the concept ‘विराम चिह्न’ (punctuation marks) in grammar and enhanced their writing skills. Their knowledge was also assessed with their ability for sentences construction.

French

Learners were given the choice to decide on tasks for their portfolio of the Student Led Conference and Grade level assembly. They voiced their opinions and took ownership[KS1] . They enhanced their thinking skills (application), communication skills (listening and speaking) and social skills (supporting and cooperating with peers).

Spanish

Students read a story called “La Costa” which means The Coast and identified nouns in their singular and plural forms. This activity helped them build their reading skills by making connections with and beyond the text. Students also continued to give their inputs while working on their SLC portfolios. 

Library

Students actively involved themselves in various activities like library scavenger hunt and part of speech bingo games during their library time. The student’s reading log was also assessed and counted this week to check their understanding on the books that were read and logged by them. Students were excited and looked forward to be make it to the year end crowned owl party.

PHE

Students understood and mastered the techniques of throwing and catching and were able to perform the necessary steps for the same. They played 6-A-Side handball match and made different formations for ‘STONE-PAPER-SCISSORS’ using hula hoops.

Art

Students discussed the different types of waste materials that can be used to create artwork. They then collected various plastic bottles and have started painting them to convert them into planters. This activity gave them the opportunity to develop their painting skills as they were exposed to acrylic paints for the first time.

Dance

Lessons were focused on advanced workouts to improve posture and flexibility which included combinations of stretching, jumping, spotting and plies. A discussion was held on the different types of props which could be created using waste material for the student’s dance performances.

Music

In class students learned about the form of a minor scale. They also learned the difference between a major and minor scale.

ICT

Using Minecraft, students created an effective waste disposal system in a city where most of the waste is recycled and the rest treated in an eco-friendly way. They learned to use inventory and craft items in Minecraft. 

SEL

The concepts of Self-discipline and Self-control were reiterated through situation-based role-plays in class. A few examples helped students to identify and draw differences between self-discipline and self-control. Towards the end of the session, they were motivated to make a few lifestyle changes by focusing on goals that would help them achieve self-discipline in the classroom by displaying attention in class while the teacher is teaching, or being open to trying out different cuisines served in school,  etc.

Updates of Grade 3B

A mind is like a parachute. It doesn’t work if it’s not open.

Frank Zappa

Unit of Inquiry

Students began to explore the effect of waste on the environment as they observed a video on the types of waste  such as industrial, agricultural, municipal/domestic and E- waste. They recorded their understanding of the effects of waste on animals, plants, crops, water and humans with the help of a mind map or note taking. Their understanding of the repercussions of plastic in the environment was presented through a medium of their choice – role plays, power point presentations and songs.

Through a bus stop activity, they were introduced to waste disposal methods (landfill, incineration, open dumping) and were excited to observe and guess the type of waste disposal method on each station. They used De Bono’s Yellow and Black hat to write about the advantages and disadvantages of each method.

They understood the effect of waste on human health (respiratory diseases, problem to ragpickers), plants and animals (leachate, contamination of crops and animal health). They went deeper into the topic as they learned about greenhouse gases and global warming through the visible thinking routine ‘Now I know’. Students eagerly created 7 stations outside the class based on the 7R’s of waste management.

Video on waste

Here’s Why Plastic Is SO MUCH Worse Than You Think!

How It Feels to Be an Ocean Animal Stuck in a Plastic Bag

20 kgs (45 pounds) of plastic removed from bull’s stomach in India

Video on landfill

Video on incineration

Video on composting

Video on Vermicomposting

Pollution due to waste

Video on global warmingVideo on acid rain

Mathematics

Students improved their continuum of understanding about long division and division rules as they wrote their second understanding of the same. They were then introduced to word problems related to division. They undertook a Formative Assessment on Division where they chose tasks from three stations set up as- Must do, Can do, Can try.

They proceeded to reflect on their third understanding about division and word problems. They tuned into measurement as they discovered the exploration corner set up with objects related to the same concept. They introspected on their prior knowledge using the visible thinking routines ‘KWL’, ‘AQUA’ or ‘I see, I think, I wonder’.

Students were introduced to length and were thrilled to play the treasure hunt game using cues based on length. Also, they reflected on how they could apply their knowledge of measurement (length) in real life scenarios. They used their critical thinking skills as they learned about how the various units of length (mm, cm, m, km) are connected and can be converted. They understood the relationship between conversion, multiplication and division as they solved different task sheets.

English

Students were excited to show their understanding of subject and predicate and explored quizzes on their iPads. Integrating with the unit on waste, they read an article on the same and identified the subject and predicate in it. Further, they used a visible thinking routine ‘I used to think/now I think’ to reflect on their understanding of the same. Students were excited to watch and comprehend questions related to the story- ‘What Happens to Three Plastic Bottles’, after which they created a visual image of the journey of each bottle.

Students read a newspaper article on sewage systems and summarised it with paragraph writing. They were eager to present a one minute extempore speech as they chose a topic and prepared for it on the spot.

A formative assessment on novel study ‘Eyes of the Eagle’ was undertaken as they revisited the first three chapters and showed their understanding through a Tic-Tac-Toe game. They wrote down a paragraph/slogan as they interpreted cartoons of their choice and explained them through a visible thinking routine ‘What makes you say that’.

Students used their thinking skills as they made predictions to conclude a story by writing about it or through a role play as they read the comprehension passage in groups.

A story about what happens to 3 plastic bottles

Hindi

During their Hindi lesson, students watched a documentary on pollution with its various types, reasons and effects. They expressed their thoughts through the ‘SQUID’ strategy. They assessed their knowledge and self-management skills through a Hindi kahoot quiz . Students used their creativity to compose couplets and also created a unit related poem. Their knowledge of spellings was assessed through dictation.

Hindi ab-initio

To enhance their  skills students listened to the Hindi story ‘Bilee ke bache’ and retold the same to augment their efficiency in speaking. To improve their writing skills student’s practiced ‘a’,’ai’, ‘o’ and ‘au’ maatras. To strengthen their reading ability they studied words with ‘a’ and  ‘ai’ matraa.

French

Learners were given the choice to decide on tasks for their portfolio of the Student Led Conference and Grade level assembly. They voiced their opinions and took ownership. They enhanced their thinking skills (application), communication skills (listening and speaking) and social skills (supporting and cooperating with peers).

Spanish

Students worked on their SLC portfolios in groups and pairs. They used their self management and social skills while they communicated and created their profiles effectively by applying their knowledge of the target language. 

Library

Since February 2000 International Mother Language Day is observed every year to promote linguistic and cultural diversity and multilingualism across the world. To mark International Mother Language day in the library, the students were acquainted with the purpose and importance of celebrating this event. They learned some  widely spoken languages around the world like Chinese, Spanish, English and Hindi. The children shared the first language most commonly spoken at home some of which were Bengali, Punjabi, Gujarati, Korean, Chinese, Tamil and Haryanvi.

PHE

Students were introduced to throwing and catching, throwing while swinging the ball with both hands, stepping with the opposite foot as well as releasing the ball with two hands. They were made to practice ‘catching-stance’, catching a ball with both hands and dropping and catching a ball with two hands. They also played some recreational games.

Art

Students discussed how artwork could be created using different types of waste material. They have begun to collect various discarded plastic bottles which they will paint to convert into planters. This activity gave them the opportunity to develop their artistic skills as they were exposed to acrylic paints for the first time.

Dance

Lessons were focused on advanced workouts to improve posture and flexibility which included combinations of stretching, jumping, spotting and plies. A discussion was held on the different types of props which could be created using waste material for use by students during dance performances.

Music

Students learned about the form and function of major scale. They also learned finger placement to play a major scale using their right hand on the keyboard. They learned and practiced playing a major scale on keyboard.

ICT

‘Safer Internet Day’ was celebrated to promote the safe and positive use of digital technology amongst children. Students watched a visual presentation on internet safety that was  followed by a class discussion. They shared suggestions on how to be safe online and created a mind-map about the  ‘Dos and Don’ts’ of staying safe on the internet while using an iPad app.

Students were informed about the impact of e-waste on the environment and our health and its appropriate management through visual presentations and several online reports. After that, they proceeded to write their reflections on Padlet.

SEL

Reinforcement of the skill of self-control was reiterated through a video. This was followed by encouraging children to brainstorm and develop strategies on self-control in different scenarios through the application of the skill on a day to day basis. The students shared that the session empowered them to design a course of action on how self-control presents itself in the classroom, dining area and playtime.

Impulse control

International Mother Language Day

Updates of Grade 3B

In learning you will teach, and teaching you will learn.

Phil Collins

Unit of Inquiry

The  new unit on ‘Waste’ was introduced to third graders. The students divided themselves into three groups to observe images on waste, analyse slogans or read a poem on waste. They were given the liberty to opt for whatever category they liked and brainstormed different perspectives to enhance their understanding of each. This was followed by an activity where students read the central idea, identified the keywords, discussed their meaning and wrote their first understanding. They then illustrated their perception of the word ‘environment’. Using the strategy of ‘Chalk Talk,’ they discussed the first line of inquiry ‘and recorded their comprehension in the form of a mind map. Working in groups, students had to plan their research on air, water or land.  They presented their findings in class and collated notes on all three types of waste. They revisited the central idea and wrote their second understanding on the unit.

Mathematics

Students revisited bar graphs by plotting data and interpreting it. Students grouped themselves for the ‘herding game’ to better understand the concept of division. After this activity, students wrote their first understanding about the operation of division. They were introduced to vocabulary related to division and made a mind map of the same. Students built their understanding of division and tried using different strategies to divide numbers. They brainstormed with each other and understood the relationship between division and subtraction. They were also introduced to the concept of long division with and without remainders.

English

Students revisited opinion writing and were asked to express their thoughts about the country they would like to migrate to, if given a choice. They were introduced to couplets and poems and were taught that two rhyming lines make a couplet. They were encouraged to create their own couplets and poems.

They made real-life connections and used the ‘Avocado’ visible thinking routine to write and show their understanding of a poem by Ken Nesbitt. They employed the ‘traffic light strategy’ to reflect on their understanding of couplets and poems.

Hindi

In order to assess their prior knowledge students were given different pictures and poems. They formed groups entered detail in a VTR (The explanation game) after several rounds of discussion. They recited unit related poems and learned new vocabulary words to make sentences. Their knowledge of spellings was assessed with a dictation. They shared news articles related to waste and water.

Hindi ab-initio

The students enhanced their reading skills by reading words and sentences with ‘u’ maatraa.  To improve their writing skills they participated in a spell bee of words and sentences with badee ‘u’ ki maatra. To hone their listening skills they listened to the story “Hans ka nayaay” and narrated the same to develop their speaking skills.

French

Students voiced their opinion during a group discussion where they shared  what they would like to add, change or improve in their French language room. Taking ownership of their environment, the class set up their reading and games corner. They displayed their understanding of academic integrity in the form of a poster and also labelled various classroom objects. They enthusiastically played games like ‘hopscotch’ and ‘guess the number’ to revise concepts done in the previous term. They reflected on their learning and shared their AHA moments too.


Spanish

Students recapitulated the concepts of ordinal and cardinal numbers. They also had a class activity where they were made to read a small text in Spanish. They enhanced their reading and self-management skills and later identified vocabulary from the text. 

Library

Students were given information on DDC (Dewey Decimal Classification) system. The Dewey Decimal System is the method of arranging books by subject and is the standard way of categorizing books in libraries across the world. It places books on shelves by subject using numbers from 000 to 999.  

An activity was given to students where they matched the DDC numbers with its correct category.  Children were informed about how DDC plays a vital role in categorizing and arranging books in libraries around the world.

PHE

Students practiced marching, running events, standing broad jump and medicine ball throw for the upcoming athletic meet. Participating in sporting events helps in building positive self- esteem and can be a great way to increase feelings of physical and mental well-being as was amply evident during practice schedules.

Art

Students inquired into positive and negative space and learnt to balance the two. Keeping this in mind they created a balanced work on Indo Islamic art using shades of one colour family (monochrome) to colour the background of their artwork.

Dance

Lessons focused on the introduction of elementary choreography and body isolations to better understand individual body motions. Students learned advanced workouts including combinations of turns, flips and establishments. 

Music

Students were taught the music scale and how to locate music notes on a piano.

They also learned and sang the song “Yeh jo desh hai mera” by A.R Rahman.

ICT

Students worked on Minecraft to construct houses and items. They were introduced to MS PowerPoint. They learned how to open a new presentation and add new slides using different layouts. They also learned how to insert a picture into a slide.

SEL

Having self-control helps children in all areas of life. Being in control of their actions and reactions help them to develop good interpersonal skills to hone self-esteem. Focusing on this essential skill, children were guided to look back and review their performance during group activities that analyzed particular strands like-ability to stay on task, turn-taking, accepting other’s points of view, etc. This helped them understand the positive impact of practicing self-control for goal attainment. 

Updates from Grade 3B

“Education is not the learning of facts but the training of the mind to think.”

Albert Einstein

Unit of Inquiry

Students furthered their inquiry into the unit by finding out reasons that trigger rural to urban migration. They read an article on Migration in India and discussed why people from villages move to cities. They wrote their understanding of immigration, emigration, and migration. The students deliberated on immigration to the United States using a case study on mass migration during the California gold rush. They considered case studies to understand migrants, internally displaced, refugee and asylum seekers. They worked in pairs to research the impact of migration on the country of origin as well as the destination country. They presented their research work through a Visible Thinking Routine ‘Think Pair Share’. A parent shared her experience of migrating from Kashmir, interacting with her helped  students better understand the emotional impact of migration and the push factors that precipitate it. The students themselves also exchanged  stories about global, national and local migration and reasons for the same.


A million migrations: Journeys in search of jobs

Origins and Destinations of the World’s Migrants, 1990-2017

California Gold Rush

California Gold Rush Timeline

California Gold Rush of 1849

Forced to Flee – Children on the move  

Mathematics

The students strengthened their understanding of subtraction and were introduced to word problems with 2/3/4-digit sums with borrowing.

They were initiated into bar graphs by a pair activity ‘Knee to knee, eye to eye’ where they discussed  terms related to graphs and why data in a graph is easier to understand than in tabular form.

They learned about the parts of a bar graph such as title, horizontal and vertical axis, scale and bars. Representation on a bar graph with  a quick poll based  on the students’ favourite seasons/pets/shoe sizes was interesting. Tally marks were used and results recorded to make bar graphs. The group activity on data collection where students reviewed information and made bar graphs aided practice with labelling, plotting and analysing bar graphs by examining data on their favourite after school activity.

English

 The students were introduced to opinion writing using OREO strategy for opinion writing. They reflected on the story ‘Going North’ through a visible thinking routine and also presented their case study experience to the class. They observed that migration is an entirely individual experience with unique reasons and situations for different families. They took the initiative to create a checklist for opinion writing after a group discussion. The students were introduced to contractions. They discussed various contractions and root  words that form them.

Meet young immigrants

Hindi

During their Hindi lessons based on the migration unit, students viewed a video ‘आग वाली मछली’. They also attempted a ‘listen and tell’ activity which helped them to make meaningful connections. A read aloud story session, ‘रंगीन पक्षी’ helped them to enhance their reading and comprehension skills.  Students displayed their thinking and self-management capabilities by working in groups.

आग वाली मछली

Hindi ab-initio

The students enhanced their reading skills by studying words and sentences with ‘u’ maatraa. To strengthen their writing skills they participated in a spell bee of words and sentences with badee ‘ee’ ki maatra. To improve their speaking skill they played name, place, animal, thing, and learned sangya shabd. They watched a video of ‘Pitajee aur ghadha’ which they then narrated. They engaged in a roleplay of the story ‘Saras aur kenkda’.

French

Learners inquired and made connections about migration to France and other countries. They performed tasks in an organized manner and within the given time frame, hence developed their self-management skills. They listened, spoke, read and wrote new vocabulary words to enhance their communication skills.


Spanish

For Spanish lessons, students recapitulated self-introduction and learned the days of the week, months and seasons. Students were made to pay attention to an audio presentation and then asked to elaborate on the meaning of the words with its correct pronunciation. 

Library

Students read and interpreted Carson Ellis’s award winning translanguaging book ‘Du Iz Tak?’ The picture book focussed on a group of bugs who discovered a new sprouting plant. They watched it grow and change through the seasons.

The  uniqueness of this literary work , it’s imaginative use of language made interesting read. Students could only infer the meaning of the dialogues. They applied their thinking, and imagination to interpret and decode the language.

Students prepared a book using their understanding and a checklist that aided them to dabble in translanguaging. Guidelines like the story should have some made up language and illustrations must convey meaning of the story to the readers set expectations from the authors. The books created by students would be added to the Primary library collection for other children to read.

PHE

Students were introduced to ‘Athletics’ which involved sporting events that include competitive running, jumping, throwing, and walking. Athletics are commonly considered individual sporting events with the exception of relay races. Students practiced Athletic events like running, throwing and standing broad jump for the upcoming Athletic meet 2019-20.

Art

Students learnt about Indo Islamic art and created symmetrical patterns of the same using the line of symmetry. They also explored monochromatic art and have started to create a greeting card using monochromatic tones and Indo Islamic motifs.

Dance

Dance Lessons were focused on the development of rhythm patterns and flexibility. Warmups and exercises were done to improve control and have a sharp hold on the steps. Students learned a new dance routine on the song ‘Thousand Years’.

Music

In the class students learned and sang christmas songs and carols, they also revised on notes and note values.

Here are the links to the songs :

Jingle bell rock

Go tell it on the mountain

Feliz Navidad

Rudolf the red nosed reindeer

Mary’s boy child

ICT

During coding students have learned to using loops and conditional blocks. ‘Scratch’ has been integrated with UOI wherein they programmed conversations between two sprites based on migration. 

SEL

Students were involved in a group activity where they were encouraged to share positive attributes of their  fellow peers. Each student was given a slip on which they were asked to write a good quality about the person whose name was written on it. This gave them the opportunity to understand and identify the strengths in others and created an atmosphere of unity and togetherness. 

Updates from Grade 3B

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The roots of education are bitter, but the fruit is sweet.

Aristotle

Unit of Inquiry

In order to acquaint the class with the next unit on ‘Migration’, they were taken to the Sultanpur Bird Sanctuary. They participated in the ‘chalk talk’ activity where they worked in groups to discuss and write  their awareness about the unit. Students operated in pairs to inscribe and share with others their understanding of the keywords from the central idea, ‘Human migration is a response to challenges and opportunities’. Later they brainstormed and recorded their interpretation of the term ‘migration’ using various visible thinking routines. For tuning into the first line of inquiry, the curious minds read articles and stories to question and comprehend the reasons for migration.

Relive a boy’s journey to America

Grandfather’s journey

Mathematics

While tuning in to subtraction, students were asked to write their perception of a problem using the visual thinking routine ‘What makes you say that?’ to come up with evidence to support their claim. They were introduced to horizontal subtraction using the ‘number line’ and ‘number bond’ strategies. They were made familiar with various terms related to subtraction. They learnt vertical subtraction with borrowing using ‘regrouping’ strategy and were guided towards the place value manipulatives to further enhance their grasp of the same.

English

Students listened to the story ‘Going North’ by Janice Harrington. They were also introduced to opinion writing during the week. They were divided into groups to discuss a case study from the testimonials on the website about children who have migrated to new places for various reasons.

Meet young immigrants