Tweets by AtkinsonGr3

Finding Out What We Know About Physical Wellbeing

The Purring Panthers classified all the statements they knew about Physical Wellbeing and added topic titles to each grouping.

After that, students thought about what other information they wanted to find out about germs, exercise, safety, hydration and food and wrote questions. We discussed how to write good questions and realized that "Can" and "Do" questions are not open ended and only give us a "yes" or "no" answers.

Students came up with a long list of great questions which will take some time to research and find appropriate sources. We may need to ask a few experts along the way in our school and community.

The Purring Panthers are excellent communicators and collaborators and work effectively in small groups.

After this task, we consolidated and organized our questions for research planning and preparation.

Friday Math Games

Every Friday, we do math games in the Purring Panther's Class. We are doing math games with our partners here. (Nora) We are doing different stations which have a different math game at each one. (Nora)

One of our favorites was Taking Your Place in Rounding. (Nora)

We are doing Marcy Cook Tiles every Friday. Many classmates like these, but not me. (Javier)

Here we were playing a challenging math games called, Magic Squares. It was really, really, really fun! (Javier)

The Purring Panthers also played 300! You played it by rolling the dice and multiplying the number by 10. Our goal was to try to get exactly 300 after 8 rounds of rolling. (Kai, Nora and Javier) Christina was the lucky one since she got 300 two games in a row! (Javier, Kai, Nora)

Here is another classmate playing Marcy Cook Greater Than, Less Than, Equal game. (Nora)

Inferring the Topic of our Unit of Study

The Purring Panthers have figured out their new unit of study by inferring the topic. Mrs. Atkinson brought in a variety of objects for our new unit of inquiry, Physical Wellbeing. We had to look at these objects and make some decisions about what we thought our topic was about. 

Here are the things we had to investigate and make conclusions.

In these pictures we shared our ideas on what our topic will be.

Now that we know our unit is Physical Wellbeing. We are now making posters about what we already know about health and our well being.

Written by: Izza, Seija and Zhenzhen Purring Panthers

Disposition Inquiry and Collaboration

The Purring Panthers are learning about the ISM Dispositions this week. We first had to collaborate and communicate with our teammates. Each group researched their Disposition in different languages. 

We wrote down the meaning, the word in different languages, examples and non-examples and a complete sentence and picture of the word. After that, we created skits that showed a good example of our disposition. We performed them for each other in the class. Some people felt scared to perform but most people performed and had fun. Even though some people are scared, the PURRING PANTHERS can help each other conquer their fears of performing. (Written by the Purring Panthers Class.)

Powerful Reflections After Popcorn Generation

 The Golden Eagles had a very memorable and heated discussion during this Popcorn Generation Simulation.
The class was split into three groups/generations and were given a large bowl of popcorn, symbolizing Earth's resources. When Generation 1 was instructed to take all that they wanted, they took almost all of the popcorn leaving only a few popped kernels for Generation 2. Unfortunately, none left for Generation 3. This led into a heated discussion to why a  scenario like this was presented to the class during No Impact Week. Since Grade Three focused on energy, we discussed how the majority of our energy in the world is produced by non-renewable resources and that our behaviors have to change or they will run out. Here are several of the students' reflections after the simulation.

Tug-Of-War

Fraction War
The Golden Eagles had a great debate about whether this was divided into equal parts (fourths) or was not divided equally.
Student had to  decide and explain their thinking to others in the class. We had a very engaging debate and proved it to most by drawing additional lines, and even cutting them up the shapes to help explain their reasoning. I hope this sealed the students conceptual understanding of fractions based on the statements we wrote together below.