The 3rd grade Common Core standards are pushing us to reach a deeper understanding of many topics. For example, area is covered in much more...
{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!
{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!
With a keen eye for detail, Amanda Cobbett embroiders hyperrealistic fungi, mosses, and lichen with painstaking precision.
No post de hoje vamos falar sobre dois testes muito utilizados na Bioestatística: o teste exato de Fisher e o teste de Qui-Quadrado. Aqui, serão apresentados conceitos básicos desses dois testes, bem…
NOTE: THIS IS INCLUDED IN THE ADJECTIVE STORIES BUNDLE- click here to view: • ADJECTIVE STORIES BUNDLE This Adjective Story FREEBIE includes: 2 partner activities in a Mad Lib Format to help students practice using adjectives to spice up their writing! _______________________________________ Connect With Me Thompson’s Teachings Blog Thompson’s Teachings on Instagram ___________________________________ Copyright © Thompson’s Teachings Permission to copy for single classroom use only. Please purchase additional licenses if you intend to share this product. ___________________________________ If you have any questions or suggestions about this product, please email me at [email protected]. Positive feedback is always appreciated! Feel free to also connect with me on Instagram @thompsonsteachings
You might have noticed my Good Measure Quilting Rulers popping up in shops! There are 8 different sets, and all feature a non-skid backing and two colors of markings. Here are some videos to show you more… You can ask your local shop to order these rulers from Brewer Sewing. I always support local shops ...
Hey, hey! Oh my goodness! How exciting is this?! I am so happy to be here with some of the most wonderful 2nd and 3rd grade bloggers in the blog-o-sphere! :) I have been blogging at my little slice of cyberspace, One Extra Degree, for three years. I have really enjoyed being able to share my experiences with other teachers, and I have learned so much from others. I just LOVE it! It hardly even seems like I've even been blogging that long, because cliche or not, time flies when you're having fun! I am so grateful for all of the friendships I have made and all of the interactions I have had with people from all over the world. So, since I enjoy sharing my classroom happenings and ramblings so much, I am really stoked to have the opportunity to contribute to this fabulous collaborative blog! Allow me to introduce myself. My name is Amanda Nickerson, and I will be entering my eighth year of teaching this fall. After spending one year as a 3-8 Title I tutor in an inner-city behavior school, and one year as a 1-2 Title I tutor in a rural district, I made my way into the world of third grade! I taught third grade in that same rural district for a few years before settling into a suburban school that's essentially in my own backyard. Although there were wonderful things happening at my old district, and I loved my colleagues, I am extremely happy with my new habitat. :) I plan on staying and growing roots there. It feels like HOME to me! This year, I am going to be experiencing a bit of a change, however. Our building has a very large percentage of gifted students, so this year, I will have the wonderful opportunity to teach social studies and language arts to the gifted third and fourth grade kiddos with a brand new partner! Teaching is a wild ride, isn't it? In the past seven years, I have worked in an urban district, a rural district, and currently a suburban district! I've instructed kiddos ranging from 1st through 8th grade. {No joke!} I've worked for SIX different principals, and I've taught with and without a core ELA curriculum. I've been self-contained and departmentalized. I've switched classrooms five times! I've also coached two sports and served on lots of committees. So, basically I feel like I've had my fair share of diverse classroom experiences thus far. I can't wait to see where the good Lord leads me next! :) Whew! Any-who! I have my Masters in Literacy Curriculum & Instruction, and it is my greatest passion! {Literacy honestly makes my heart go pitter-pat!} I am also really starting to enjoy presenting at workshops, and that's something that has really developed over the past few years. I never thought I would enjoy standing up in front of BIG people to present information, but as it turns out, I actually kinda dig it! One could say that I have nerdy tendencies, but I embrace it! Ha! :) As much as my job has become by hobby, and as much as I love it, I really try to have a nice FULL life outside of the classroom too. My husband and I will be celebrating our third anniversary on July 31st! We've been "together" almost five years, and we have known each other for nine years! He is truly my best friend, and we have a lot of fun together! We have two golden retrievers who are our fur children: Loralei and Stella. I just ADORE them! No kiddos just yet... I love Jesus, sweet tea, family, friends, running (on the elliptical mostly), avocados, trying out new recipes, dancing, singing, doodling, creating resources for my classroom, decorating our home, shopping for major deals, everything vintage, and being PRESENT in every moment! Okay, I can be a bit of a windbag, so I am going to show composure and move on to the really fun part of this post! I get to share an exclusive back-to-school freebie with you that can only be found here! Simply click the image below for your download, and ENJOY! I'd LOVE if you would pop on over to my blog, One Extra Degree, to check it out! :) If you want to stay in the loop, make sure to follow me on Blog Lovin'! Happy Monday, friends! Have a fantastic day!!!
Happy Friday, friends!! Today was a teacher workday for me and I had GRAND plans. I mean GRAND plans. But, of course, I wasted the day away chit-chatting. What can I say? How often do we have a chance to gab with our teaching buddies? It's rare, I tell ya! We did move the chit-chatting to our favorite little Mexican restaurant for lunch. That was productive, right? Oh wait - after lunch we actually did get SOMETHING accomplished! We decided to submit some proposals to teach workshops at our district's Summer Academy. I used to teach LOTS of workshops (over 100 hours per year!!) and, frankly, got burned out. After taking a couple of years off, I'm ready to teach some again! I love sharing ideas with other teachers...especially in my own district. We submitted proposals for about 8 workshops, so we'll see!! :) Although it was a short week for the kiddos, we were super busy! On Monday, we had a hot cocoa party to celebrate that our class reached its AR goal for this quarter. I took my crockpot to school and we made the cocoa using this recipe that I found on Pinterest. DEE-LISH! My teaching neighbor said it was the BEST cocoa she had ever tasted and my kiddos agreed! Of course, I had to make the party a little educational, so we did practice our similes that we've been working on in our descriptive writing unit. LOVE their similes! One student even put, "My mug is as beautiful as Mrs. Madden." {I heart these kids.} We wrapped up our Geometry unit this week by learning how to "partition" {yes, that is the term used on our district assessment} rectangles into rows and columns. Now, multiplication is no longer in our standards, but I have been working on this with my little nuggets. They want to know how to multiply sooooo bad and it will show up on their MAP testing, so I figured I would throw it in there. To give them LOTS of practice drawing their own arrays, we created these little suns. Just a spur of the moment idea that gave them LOTS of practice drawing their own rows and columns. They NAILED IT on our test yesterday! WhooHoo! I told them how many rows I wanted them to put on each ray, but they got to choose the number of columns and then they wrote their multiplication sentences (which we read as 6 "rows of" 5 is 30). In weather, we worked on clouds and weather tools this week. Here's a little cloud activity we did... It's very simple, but effective in helping them remember the cloud types. We really focus on those sounds (soft c=cirrus/ice, hard c=cumulus/cotton, str=stratus/stretch). We also sing this song...which I'm sure I totally destroy since I have no tune, but they love it! (click the pic to grab a copy of this song to use with your class) And, finally, students started putting together their bio-buddies this week!! They turned out so stinkin' cute!!!!!!!!!!! I can NOT wait until our Living Museum next week....always one of my favorite activities of the year! :) Right now, I'm headed to watch a little Homeland....my husband has been watching this since season 1 and has convinced me to get on board! I'll be back soon and hope you'll link up below so I can see what happened in YOUR classroom this week!
