This week the classes finished up their "Fantasy Land" posters. Groups
scored high marks on Presentation and Teamwork while also effectively
accomplishing the Technical aspect of the project (completing the
Grid, Index, Compass Rose, and Legend, and including the assigned
number of cities, mountains, lakes, and rivers). Although some of the
groups had issues with lost maps (or literally eaten ones, as candy
was used in their design), they bounced back to complete the assignment.
Between work on the projects the 3rd Grade also continued its efforts
on Scales, in preparation for In-Class #3 the following week. Students
worked in the book and the teacher went over the concept using
students names as "cities." In addition, students were called to the
board one after the other, the one student teaching the concept to the
subsequent student, up and down the rows.
Third graders also received their study guide for the Exam (on May
9th), for which the groups will have a week to review.
Tuesday, May 3, 2011
Friday, April 22, 2011
April 4-8
The 3rd grade class covered a lot of ground despite the shorter school
week due to the Wednesday field trip.
The teacher introduced Distance and Scale (p.28-29) on the board. He
did this by using the map in the book (of the US state of Florida) but
also by using the distances between students in the class, calling up
a variety of students to help him in this effort.
Students subsequently worked on p. 30-31 to practice their new skill
of using map scales.
On Thursday students took an updated version of the Quiz #1 that they
had taken the previous week; this version included a bonus question on
scales.
The 3rd Grade also continued initial work on their Fantasyworld maps,
on Friday doing paper-sized drafts as preparation for their large,
poster-sized final versions. Students are responsible for maps that
incorporate all skills learned so far this year, and have the
opportunity to name cities, lakes, mountains, rivers, and any
additional landmarks they choose.
This next week students will continue with their map projects--after
the teacher returns their draft efforts--and continue work on map
scales in preparation for In-Class #3 this week.
Monday, April 4, 2011
March 28-April 1
The 3rd grade finished preparing for Quiz #1, which they took this week. Some of the scores were very good. The teacher reviewed the quizzes and went over the correct answers, with the plan to do a very similar version of the same quiz this Thursday, and to count the grade for this second version.
At the end of the week students began the first steps of the Projects. They divided into their respective groups, identified group coordinators, and came up with names for the "fantasy worlds" for which they would be making maps and applying the skills they have learned in the first six weeks of school.
At the end of the week students began the first steps of the Projects. They divided into their respective groups, identified group coordinators, and came up with names for the "fantasy worlds" for which they would be making maps and applying the skills they have learned in the first six weeks of school.
Monday, March 28, 2011
March 21-25
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).
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 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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