Extreme Natural Phenomena
A new unit on How The World Works has been erupting in Grade 3.
Our central Idea for this unit is that Societies prepare for extreme natural phenomena.
Groups of learners started off by unpacking the phrase 'extreme natural phenomena' - looking at each word individually and then connecting them together into the following definitions:
"Very weird stuff you can see and can feel but not make." - Tina, Airen, Suguri.
"A natural disaster or something that destroys things." - Jenna, JunYoung.
"Something that is extremely dangerous, powerful, made in nature and is unusual.
You can see or feel it." - Fabiano, Natalia, Leon.
For this unit we became Geologists.
We had a sharing session where all learners built a collective starting point by discussing what they already knew about extreme natural phenomena. While the group discussion took place, each individual learner was asked to note down their own points of interest, questions and new vocabulary.
Next, learners were faced with an important learning question: 'How can we find out more?'
Learners suggested reading books, searching websites, going on a field trip, inviting in an expert, defining vocabulary terms, viewing diagrams and conducting experiments.
Learners worked collaboratively to curate a Padlet of useful sources. Planning for learning is an important step for learners to be involved in.
Once we had our tools and resources, we dove into discovering all we could about extreme natural phenomena! Learning was made visible through a shared poster. [Feel free to stop by the Grade 3 classroom to see the full version for real].
Along the way we mapped volcanoes around the world and learned about the Ring of Fire. Language Arts learners discussed Mt. Everest and the Mariana Trench and debated the merits of exploration. And learners conducted a few mini-experiments to deepen their understanding.
Groups of learners started off by unpacking the phrase 'extreme natural phenomena' - looking at each word individually and then connecting them together into the following definitions:
"Very weird stuff you can see and can feel but not make." - Tina, Airen, Suguri.
"A natural disaster or something that destroys things." - Jenna, JunYoung.
"Something that is extremely dangerous, powerful, made in nature and is unusual.
You can see or feel it." - Fabiano, Natalia, Leon.
For this unit we became Geologists.
We had a sharing session where all learners built a collective starting point by discussing what they already knew about extreme natural phenomena. While the group discussion took place, each individual learner was asked to note down their own points of interest, questions and new vocabulary.
Next, learners were faced with an important learning question: 'How can we find out more?'
Learners suggested reading books, searching websites, going on a field trip, inviting in an expert, defining vocabulary terms, viewing diagrams and conducting experiments.
Learners worked collaboratively to curate a Padlet of useful sources. Planning for learning is an important step for learners to be involved in.
Once we had our tools and resources, we dove into discovering all we could about extreme natural phenomena! Learning was made visible through a shared poster. [Feel free to stop by the Grade 3 classroom to see the full version for real].
Along the way we mapped volcanoes around the world and learned about the Ring of Fire. Language Arts learners discussed Mt. Everest and the Mariana Trench and debated the merits of exploration. And learners conducted a few mini-experiments to deepen their understanding.
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