Market Day Information
When: Friday, May 20th
Where: Outside the 3rd-grade classrooms (inside the classrooms in event of weather issues)
Who: All parents/families are invited to join us and support our small businesses
In social studies, we are now learning about economics and will be running a small business. To finish the year we are going to run a 3rd-grade market. You are invited to come and use our play money to do some shopping. All profits earned will be used by the students to shop at other small businesses, or save to be used in our classroom store. On May 20th, all you would need to do is arrive between 2:30-3:00 ready to “buy” some goods or services from the 3rd graders. Please read below for more information about the timeline and requirements for this project.
May 3rd-May 6th:
Business Partner(s): After considering the pros and cons, students will decide whether or not they would like to run the business independently or with a maximum of 4 business partners. Once a partnership has been officially established (with a handshake) students may not go separate ways unless agreed upon by all partners.
Product: Students must decide the good or service they would like to provide. This should be a product that they feel they can supply and will be in demand. When making this decision, students should consult with you to see if the materials that need to be purchased (please don’t allow them to spend more than about $10) or assistance that may be required from an adult is realistic for your family. The students have been instructed that preparing the good or service is absolutely NOT a task for the parent, but of course, parents and siblings are welcome to assist the 3rd grader.
Planning: Once a product has been decided upon, students should begin collecting the necessary materials and planning the time needed for product development.
*FOOD AND BEVERAGE ITEMS ARE NOT GOING TO BE INCLUDED IN MARKET DAY THIS YEAR!
May 16th:
Marketing: We will be using the Makerspace to work on creating a storefront sign. Students will be welcome to use any materials in the Makerspace, but are also welcome to bring additional materials if they would like. Each team needs to bring a piece of posterboard on this day. Students are also welcome to use time at home to make up to 3 additional paper flyers to hang around the school prior to Market Day.
May 13th- May 19th:
Development: Students need to use this time to create the product at home for homework! Children may also hang the flyers they created to advertise their product during this time.
May 20th:
Market Day: Students should arrive to school with their product and ALL NECESSARY MATERIALS. We will start selling to other grade levels at 1:45 before parents arrive so please don’t plan to bring their product with you at 2:30 or they will miss out on selling at the start. Parents start arriving at 2:30 or after to shop at our stores. Students, be ready to run your business!
*Please let Mrs. Ball know if you have any additional questions. We hope you can join us to celebrate our learning.*
Students should understand that weather is the minute-by-minute to day-by-day variation of the atmosphere’s condition on a local scale. Scientists look at patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Climate describes the ranges of an area’s typical weather conditions and the extent to which those conditions vary over years to centuries.
Here is an optional extension craft to build a wind vane at home: https://www.sciencekids.co.nz/projects/windvane.html
Ralston Weather Station: Are you interested in seeing the Ralston weather station data from home too? Check out this link to see it!
Students in this unit use geographic and primary sources to learn about the characteristics of different regions and how culture is influenced by local geography. This foundation creates the “setting” for students to investigate change over time within the regional area of the unit. As students investigate change, they explore the roles of different people who impact the development of the region.
You can support your child at home by:
*Discussing landforms you see while you're out and about (rivers, buttes, mountain ranges, deltas, etc.
*Investigate maps together and look for map features (key, scale, labels, symbols, latitude, longitude, etc)
*Use a map to give directions using cardinal and intermediate directions (ie: Colorado is SOUTH of Wyoming)
Each force acts on one particular object and has both a strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. Students learn about the forces of gravity and friction. We also learn about balanced and unbalanced forces. When forces are balanced there is no motion! The patterns of an object’s motion in various situations can be observed and measured; when past motion exhibits a regular pattern, future motion can be predicted from it.
*Check out the Generation Genius link in our Google Classroom for a DIY science extension to try at home!
Students understand that various people, events and ideas cause change over time to various regions in the western United States. They will also understand the role of citizens by participating in civic actions and responsibilities in/outside their classrooms. As well, they will understand how community members rely on one another
We will start by exploring the question:
What rights and responsibilities do I have as a 3rd grader?
Students will understand that a relationship exists between a citizen’s role , their rights and their responsibilities. Respecting the views and rights of others is a component of citizenship in society.
You can support your child at home by:
Discussing your roles, rights and responsibilities in the family, community, job, online, etc.
Role playing with your child ways to be a responsible and respectful member of the school community.