Prep | Year 3 News
In Music, we have continued to collaborate with the UOI topic: Sharing the Planet. The boys have learned a number of frog songs, which they have sung and played on tuned percussion instruments. Through these songs, they have been introduced to new time names and they have begun to notate these more complex rhythmic patterns. The boys have also developed their aural awareness of different solfa patterns through movement and listening games.
Year 3 students have used their thinking skills to interpret and exchange information regarding our role in looking after frogs and other species on our planet. (Nicole Smeulders)
In STEAM the boys have been design thinkers as they have been creating prototypes of the stingless beehive. The boys researched how a stingless beehive is made, designed multiple versions and are now at the creating stage. They have been using their collaboration skills as they work in teams to design, create and reflect.
Year 3 boys have started their language learning on Education Perfect and inquiry-based learning linking to UOI-Sharing the Planet.
In language learning, students explored and reviewed various Introduction and Greeting words, phrases and sentences. Some examples are “Nin hao lao shi (Hello teacher-polite)”, “Ni xing shen me? (What is your surname?)”, and “Qing wen nin gui xing? (May I please know your surname? -more formal and polite).
In the Unit of Inquiry, students learned different forms of living things and the connection between living things (you sheng ming-have lives) and non-living things (wu sheng ming-don’t have lives). We looked at a storybook “The Magical Silkworms” as the provocation and used the story as an example to make connections between living things (silkworms) and non-living things (silk/silk clothes). Students then discussed to find out more examples such as cows and milk and bees and honey. Writing has been a language focus for Year 3. Students followed the scaffolded examples to fill in the blanks and eventually created their own sentences.
One of the blessings we have at Trinity Prep is to own an Action Bible. As a Christian school, we hope to give the boys every opportunity to read the stories for themselves, to explore and inquire around things we don’t get time for in class. The boys are exploring what the BIble is, how it was put together, what the different kinds of writing are and how we need to read the various styles of writing. They will be learning research and communication skills, as well as some simple Google Slide skills to share their discoveries with you. With Easter approaching, the boys will be using their Action Bibles and investigating the events surrounding the last week of Jesus. We will be looking at the various perspectives of people who influenced the last few days of Jesus including his disciples, the leaders and rulers.
Throughout the last few weeks Year 3 have been learning about our first line of inquiry – living things. They have been using collaboration and research skills during our combined grade library time to investigate information about the form of living things and compare and contrast using Venn diagrams.
As part of this line of inquiry we have been lucky enough to have some visitors in the form of butterflies and stick insects to our grade.
The boys have been able to see the process of the life cycle of a butterfly from chrysalis to hatching and being released. Below is an image of the boys watching the release of 2 of our Monarch butterflies.
The boys are very much looking forward to extending our inquiry when we go to Taronga Zoo next Wednesday 10th March. Parents, please ensure you have granted permission for your son to attend the excursion via the Trinity Parent Portal.
Our knowledge and application of our persuasive writing skills continues to grow! Year 3 have been using jointly constructed writing checklists in class to help them stay focused and include the important features needed in a persuasive text.
To support our articulation of ideas, the boys have enjoyed informal debates in class. They are given a limited amount of time to think, plan and present on a given topic and share their opinion with the class. They are encouraged to then give feedback to their peers to help each other improve their reasoning and communication skills. This has also helped us to develop our note taking and planning skills in class.
As our inquiry into Whole Number ends, we are now applying our understanding of place value to addition and subtraction. In class, the boys are practising various strategies for both, including Split Strategy, Jump Strategy, Compensation Strategy and Column (algorithm) Strategy. As always, the boys go beyond just learning these strategies and look at how we can transfer our mathematical knowledge into relevant and meaningful problems. This supports the boys’ reasoning skills and ability to problem solve creatively.
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