Students’ Highlights 3/18/24 – 3/22/24

• Library visit for fantasy books
• Music- boom whackers to Imagine Dragon music
• PE- Freedom Catch game for throwing and catching skills and Lava song with ukuleles
• Language Arts- read about musicians and singers who connect their music to their heritage.
• Social Studies- Tucson History writing final drafts
• Math- Fractions can make a whole
• Science- Observed whether dirt or water dissolved faster in water or dirt
• Spanish- Test about the planets in the Spanish language
• Art- watercolor floral bouquet

A Signup Genius is arriving soon for three celebrations that Third Graders are very excited to share with you; Mother’s Day Spa-tacular, Donuts with Dads, and the Year-End Party.  If you are able. and willing, we appreciate you for volunteering. Please note, class funds are dedicated to these events and we expect everyone to turn in receipts.

News from third grader’s Science teacher, Dr. Colleen Kelley:

“I wanted to provide you with an overview of what students are doing in science. The overarching theme for this unit is “The Makers, The Bakers, and the Shakers”.  This unit began March 11 and will extend to May 1st (ish).

– The Makers section describes the interface of the environment with synthetic objects like plastic.  We are exploring persistence in the environment, oxidation of plastics, how plastics are made, the fate of plastics in the environment, and remediation strategies.

– The Bakers section describes the interface of the environment with natural materials like fossil fuels. We will be exploring topics like combustion (which is also oxidation and will reinforce what was learned in The Makers), carbon dioxide emissions, how fossil fuels were made, and alternatives to fossil fuels as energy.

– The Shakers section describes natural environmental processes which remediate anything produced from The Makers or The Bakers. Specifically, we will be investigating plants and microbes that have adapted to shake up and break down these things.

Assessments will be based on:

a) Each day, I write on the white board the content we are learning. I ask the students to copy what is written on the white board into their journals. We know that handwriting reinforces learning, and my students will be writing in science each day. I will collect their journals and evaluate them as a measure of participation and engagement. Included in their journals are their experimental procedures, observations, and analysis as well as vocabulary terms.  b) vocabulary quizzes

Also, I will review in class and provide a study guide for students prior to any vocabulary quiz. Their first vocabulary quiz is the week after our Easter break.”