Grade 3 Structures and Materials Virtual Experience
One of the major disappointments for myself and students when we were switched to online learning was the removal of courses that were not considered “core subject areas”. This included Science, Art, Health, Physical Education, and Social Studies. I have previously mentioned how I believe that skills are the essence of learning and using technology responsively. Science in particular focuses on inquiry, scientific methods, and resiliency.
For my Course Profile, I wanted to challenge the view of virtual learning as “supplementary” and “passive”. I want to show that active learning happens in all settings if a teacher is creating activities beyond the screen and having student be engaged citizens in their communities. The same (modified) strategies are essential for student success. Community building and relationships, scaffolding, and inquiry learning are all vital to student engagement and success.
The one hour Zoom time is not to be used for lectures, but to build classroom community, get active, activate background knowledge, and engage students! I love to start my classes (and allow students to trickle in) with the “Chase Series” from Coach Corey Martin. Try one for yourself below.
When we did this as a class, I may have dressed as Mario, but I will not be providing evidence of this.
These activities improve student learning by getting students moving, and build relationships by allowing time to be silly! Another popular with students relationship building activity was one I dubbed, “emoji faces”. All we did was make a shared slideshow of emojis and we tried to mimic them. Of course my dog, Mia, had to participate.
Activating background knowledge can be done using break out rooms, Quizziz, Google Jamboard, word webs, Zoom chat, and anything else you’d use in the classroom. I find it best to keep my direct instruction time to 10 minutes, complete some guided practice as a group, reflect, and then bring them back for another movement activity to ease them into their asynchronous work time.
Below I’ve outlined my ambitious plan for the Grade 3 Science Unit: Structures and Materials. I can’t wait to begin creating!
Course Profile
Student Profile
There are sixteen remote students learning across Prairie South School Division in Grade 3. Two students are accessing content on their farm, and have occasional connection issues. All students have access to a tablet or laptop through the division, and have been given student emails to log into their devices and LMS. I have three students reading well-below grade level and require additional support in reading and writing. There are 4 students who do not have access to additional supplies for projects in their home. All students are required to have an adult at home while in the Prairie South Virtual School.
Course Format
All learning will be online with a blend of synchronous lessons and a choice of synchronous or asynchronous project work time. Students will be attending synchronous lessons on Zoom from 9:00-10:00 AM and from 1:00-2:00 PM daily. These science lessons will take place from 1:00-2:00 PM daily and will be recorded and posted for asynchronous student access. Students will be using Google Classroom to access asynchronous assignments, where Google Slides assignments will be posted. Assignments will offer a quick (<5 minute) introductory video including a walkthrough of assignment instructions and examples.
Course Objectives
These lessons will cover the Physical Science outcome strand in Grade 3 Science. The outcomes are:
*SM3.1 Investigate properties of materials and methods of joinery used in structures.
*SM3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures.
I will also be focusing on Science Foundation 3: Scientific and Technological Skills and Processes through assessment of inquiry projects throughout this unit.
Course Tools
Student Materials
- Laptop or tablet
- Google Read and Write
- Student email
- Access to Google Classroom
- Epic Books
- 6 pieces of paper (can be newspaper or recyclables)
- Tape or glue
- Picture books (or magazines, newspapers, flyers etc.)
- Newspaper/scrap paper
Assessments
| Formative | Structure Scavenger HuntStructure SortsMaterial ChoicesJoining Materials Scavenger HuntColumn Strength TestRecyclable, Renewable, Reusable SortQuizzizClass discussions |
| Summative | Choice Structure Research- Brochure RubricNewspaper Challenge-Plan and Test Self EvaluationDesign a Playground-RubricPlan and Label a Unique Structure- Rubric and Self-Assessment |
Teacher Materials/Tools
- iPad for drawing/virtual whiteboard
- Student materials printed by request
- My School Sask for attendance/grade input
- Google Classroom Rubrics
- Sample work creations
Considerations/Planning for Student Success
- Students reading below grade level (and all students) will have access to Google Read and Write to assist with speech-to-text and text-to-speech.
- Students with low bandwidth (and all students) will have access to lessons asynchronously if they cannot commit to Zoom times.
- Access to the Zoom room for help will be provided from 9:00-3:30 daily.
- Audio/video files on each slide will assist with reading and vocabulary.
- Google Chat and/or comments on assignments can be used to contact me at anytime throughout the day and I will respond in the order I receive them.
- Students without materials can request a material package for the unit, which I will mail out or deliver.
- Weekly schedule sent out to all parents with assignment names.
- Removal of additional practice for students with IIP goals.
- All assignments have one week to complete an assignment, with the possibility of extensions when required.
If you stuck around through this long post, please leave any suggestions and comments below!
Happy Teaching,
Leah
Hi Leah! I always enjoy your perspectives and how you share your passion for learning with your students. Even though I am a high school teacher, I emote dramatically like the elementary teacher – so I appreciate your meme! Your plan is thorough and seems to have considered all possibilities. In what ways do you encourage interactions among the students?
Hi Leah!
What a great and comprehensive post… although without a picture evidence of you as Mario, it does feel slightly lacking something 🙂
I really enjoyed reading your course considerations that expand on various things that need to be addressed or be cognizant about before entering the implementation process.
Thanks for sharing!!
I completely appreciate your desire to ensure that students are engaged and enjoying time together on zoom. I remember last year my teaching partner and I made our zoom meeting for our 7.8 like a talk show for the first ten minutes or so.