Students continued their work on Grids and Indexes this week,
finishing pages 24 and 25 and reviewing the answers together.
After indexes were discussed, students added an index to the maps of
their bedrooms.
Classes then played a grid game on the chalkboard. Groups were split
into two teams. Team members were called on to come to the board to
draw--in the appropriate grid box, as dictated by the teacher--their
favorite animal or fruit. This game combined grid use as well as
directional (Cardinal and Intermediate) map skills.
Third graders then put their knowledge into physical action. Classes
headed outside to an area in which the teacher had used chalk to draw
a compass rose and a giant grid. Students reviewed the compass rose
and the grid before being instructed to run together to a given grid
box, again, using both grid and directional skills.
At the end of this activity, 4-5 students were dispatched to grid
boxes, leaving the remaining students to dictate an index using the
students' names (Indexes are always in alphabetical order).
Monday, March 28, 2011
Monday, March 21, 2011
March 14-18
Early in the week 3rd graders completed In-Class Work #2. This time
they had the chance to use a map of San José. In the assignment,
students had to give directions (either Cardinal or Intermediate, as
appropriate) between locations in the San José metropolitan area.
Hopefully the exercise provided students a chance not only to
demonstrate their knowledge of Cardinal and Intermediate Directions,
but to better familiarize themselves with their hometown.
Students scoring less than an 80 on the assignment were told to
complete p. 19 in order to improve their In-Class Work #2 grade.
The 3rd grade class then moved on to Grids. After completing p. 22 as
a class, students drew grids of their bedrooms, in which they had to
locate and identify the location of four items (such as their bed,
dresser, etc.). For example, after drawing their respective bedroom
grids, students had to demonstrate their understanding of it by
writing "My bed is in B2," "my desk is in C1," etc.
The week ended with an introduction of Indexes (p.23) followed by more
grid practice (p. 24). One question on p. 24 demanded students know
the difference between a "row" and a "column."
they had the chance to use a map of San José. In the assignment,
students had to give directions (either Cardinal or Intermediate, as
appropriate) between locations in the San José metropolitan area.
Hopefully the exercise provided students a chance not only to
demonstrate their knowledge of Cardinal and Intermediate Directions,
but to better familiarize themselves with their hometown.
Students scoring less than an 80 on the assignment were told to
complete p. 19 in order to improve their In-Class Work #2 grade.
The 3rd grade class then moved on to Grids. After completing p. 22 as
a class, students drew grids of their bedrooms, in which they had to
locate and identify the location of four items (such as their bed,
dresser, etc.). For example, after drawing their respective bedroom
grids, students had to demonstrate their understanding of it by
writing "My bed is in B2," "my desk is in C1," etc.
The week ended with an introduction of Indexes (p.23) followed by more
grid practice (p. 24). One question on p. 24 demanded students know
the difference between a "row" and a "column."
Monday, March 14, 2011
March 7-11
In the 3rd grade we covered and solidified our knowledge of
Intermediate Directions (NW, NE, SW, SE) by completing book exercises
and through dynamic methods as well. In this respect the teacher
jumped between students, asking students what direction students were
from them (asking "what direction is Suzy from Jenny," for example).
The 3rd Grade also went outside this week to the cancha. Students were
stationed at the North, South, East, and West, and some in the center
with the teacher. Those in the center were dispatched on the count of
three to run to Intermediate Directions as directed by the teacher.
Most headed in the right direction right away, and those that did not
soon corrected themselves.
The 3rd Grade group also had its first homework assignment. Its
assignment was to discuss the San Juan River dispute with parents or
an adult family member, with the help of a sheet containing
information about the positions of Costa Rica and Nicaragua and
background on the International Court of Justice.
At the end of the week 3rd graders continued with Intermediate
Directions exercises--preparing for In-Class Work #2 and Quiz #1--both
slated for next week.
Intermediate Directions (NW, NE, SW, SE) by completing book exercises
and through dynamic methods as well. In this respect the teacher
jumped between students, asking students what direction students were
from them (asking "what direction is Suzy from Jenny," for example).
The 3rd Grade also went outside this week to the cancha. Students were
stationed at the North, South, East, and West, and some in the center
with the teacher. Those in the center were dispatched on the count of
three to run to Intermediate Directions as directed by the teacher.
Most headed in the right direction right away, and those that did not
soon corrected themselves.
The 3rd Grade group also had its first homework assignment. Its
assignment was to discuss the San Juan River dispute with parents or
an adult family member, with the help of a sheet containing
information about the positions of Costa Rica and Nicaragua and
background on the International Court of Justice.
At the end of the week 3rd graders continued with Intermediate
Directions exercises--preparing for In-Class Work #2 and Quiz #1--both
slated for next week.
Monday, March 7, 2011
Week of 28 February-March 4
Last week we used our map skills from Chapter 1 of "Maps Globes
Graphs" to draw maps of Saint Anthony primary school. In our map
Legend, we used such landmarks as the gym, the soda, the classrooms,
and the parking lot.
The teacher also used a compass to identify the cardinal directions
within the classrooms. He taped papers labeled "North," "South,"
"East," and "West" to the appropriate walls of the classrooms.
Students worked well together and were very creative in
their use of symbols and subsequently in their coloring of the maps.
We made sure the concept of the Legend and the symbols was clear, and
that the maps had a compass rose.
With 3A, we were able to begin work on Chapter 2--Intermediate Directions.
Graphs" to draw maps of Saint Anthony primary school. In our map
Legend, we used such landmarks as the gym, the soda, the classrooms,
and the parking lot.
The teacher also used a compass to identify the cardinal directions
within the classrooms. He taped papers labeled "North," "South,"
"East," and "West" to the appropriate walls of the classrooms.
Students worked well together and were very creative in
their use of symbols and subsequently in their coloring of the maps.
We made sure the concept of the Legend and the symbols was clear, and
that the maps had a compass rose.
With 3A, we were able to begin work on Chapter 2--Intermediate Directions.
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