This week in Grade 3, we spent time together in the classroom unpacking Terry Fox’s story. We discussed the qualities he had that helped him to become a national hero and icon. In addition to this, we talked about who he relied on to keep persevering during his Marathon of Hope, how he changed Canada and the world for the better and what it means to be resilient.

We began our learning by reading the story, “Terry Fox and Me”. This story is about friendship defined by strength and love. The book is written from the perspective of Terry Fox’s friend Doug. Doug was by Terry's side every step of the way: when Terry received a diagnosis of cancer in his leg, when he was learning to walk - then run - with a prosthetic leg and while he was training for the Marathon of Hope. This book was the perfect fit with our own learning in Wellness because it helps to demonstrate and honour the true value of friendship.

Terry’s story also led beautifully to the discussion of the word ‘resilience’. Before viewing a short film students used prior knowledge to help them make accurate predictions about the meaning of the word. Two students predicted that it meant, “you keep going even when things are hard and challenging.” After watching the short film the majority of students were able to agree that being resilient is the ability to ‘bounce back’ after a challenging or difficult time. We then had a few Brave Hearts share how they have demonstrated resilience in their own lives and what strategies they used to overcome the challenge or difficulty they were faced with. Our learning intention for this week was to understand that resilience includes the capacity to manage adversity or stress in effective ways. This is a direct outcome from the Grade 3 Wellness curriculum.

At the end of the week, students captured their learning around Terry Fox with a colourful stencil art task and a writing reflection. We are very proud of the 174 laps the students in Room 12 completed during Andrew Sibbald’s Terry Fox Run on Tuesday and we are hopeful that our school’s donations can help to continue to improve cancer research!

“Anything looked at closely becomes wonderful”

-A.R. Ammons

To begin our science exploration this year, we began by reading the picture book, “Ada Twist the Scientist”. As we read, students worked together as a class, to pull out unique traits that they felt represented Ada the scientist. After sharing their collection of words, we used the program Word Art to capture our thoughts in a unique way. We then spent time talking and discussing some of the different symbols we could use to help us better illustrate the concept of Science. After some debate, students chose the science beaker as their symbol for the year. We hope you like our representation.

 Our first science task had students looking carefully and observing a variety of different replica bone artifacts. This unique activity invited many students to become curious, ask and answer questions, and further their knowledge and understanding of different animals around the world.

Working together in small groups, students engaged in a variety of learning opportunities. Some small groups utilized different tools and manipulatives such as: linking cubes, meter sticks, 30cm rulers and string to measure the height, width and length of our artifacts. In addition to this, students noted unique characteristics of their artifacts and wrote predictions about what animals they think the bones belong to. Students were also encouraged to begin thinking about what habits and/or environments these animals establish as a home and how the history of the Earth’s surface can be explained by examining its layers.

Learning Intention: I will be able to look carefully at a unique artifact and explore its unique characteristics, ask and answer relevant questions and make predictions about what animal the bones belong to.

Success Criteria:

• I can engage in critical-thinking and demonstrate curiosity
• I can further my knowledge and understanding of the world by asking and answering questions
• I can make meaningful observations
• I can make predictions using my prior knowledge and the information in front of me
• I can work and cooperate with my classmates to complete a task to the best of my ability

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Can one act of kindness change the world?

Why or why not?

 

Success Criteria: I can resolve a conflict with a friend by:

• listening to one another
• trying to understand each other’s point of view
• apologizing
• taking time to consider solutions
• getting help from a peer or an adult

After reading the picture book, “The Power of One” for a second time, students took time to unpack the question, “Can one act of kindness change the world? Why or Why not?” After some debate, all of the students in Room 12 came to the decision that one small act of kindness can change the world. This was evidenced in the book when one child reached out in friendship to a classmate who seemed lonely. This then created a chain reaction of kindness that rippled throughout her school and her community.

Next, students were asked to create a list of friendship qualities that they believe are important in their own friendships. We took some time to discuss how “good” friends can provide support to others and help to prevent isolation and loneliness and can increase your sense of belonging and purpose. With that said, misunderstandings and disagreements can and do occur between even the best of friends. This can lead us to feel upset, jealous, angry, disappointed and/or frustrated.

Students were then tasked to work together in small groups to find evidence from the text, “The Power of One” that shows how the main characters were able to use problem-solving strategies to resolve a friendship conflict. This connected beautifully to our Grade 3 Health and Wellness Curriculum.

From here, students went on to investigate, role-play and describe how problem-solving can affect healthy relationships. Students then went on to complete a self-assessment about their current problem-solving abilities when dealing with a conflict and a task that had them write about a scenario where they had recently encountered a problem and how they were able to solve it.

Building our Classroom Community

"I will be a hummingbird. I will do the best I can."

                                                                  - Wangari Maathai

An important part of the first couple weeks of school is getting to know our classmates. Through rich discussion and brainstorming, the Grade 3s have been figuring out what it means to be a classroom community.

This year our school is reading "the Power of One... Every Act of Kindness Counts". This book shows how even the smallest gesture of kindness can make a huge difference.  We will be continuing to unpack this rich book throughout the year and it will help guide our Health and Wellness learning.

After a rich conversation and an opportunity to vote, students have decided their classroom intentions for this school year will be: 

As a class we also examined the Indigenous story of the "Seven Sacred Laws," in which a young boy on a vision quest meets seven sacred animals that teach him how we should live our lives. Table group members then began creating their own sacred creature, a combination of one of the seven sacred animals and another animal of their choice. Students then choose an intention that they will be working together to attain.

Seven Sacred Laws: 

Buffalo = Respect

Eagle = Love

Bear = Courage

Bigfoot = Honesty

Beaver = Wisdom 

Wolf = Humility 

Turtle = Truth 

Wellness Learning Intention: Students examine and describe development related to personal growth.

Success Criteria:

• I can work collaboratively with others.

• I can work with a partner to create and design a creature power card that is unique and visually appealing.

• I can discuss and debate which of the seven intentions our table would like to focus on achieving throughout the month.