Grade 3
Ms. Lau & Mr. Davydov
Mr. Bit-Shamay
Ms. Goode & Ms. Thompson
Embedded Files
February 2025
IB Purpose and Our Students
IB Purpose and Our Students
The International Baccalaureate (IB) Curriculum is a rigorous, academically challenging course of study that prepares students for the future. It's designed to develop global-mindedness and critical thinking skills.
In short, to help students become global citizens, teachers at OWN3 design learning experiences by developing a central idea, carefully selecting learner profile attributes, and key concepts, and finally, crafting lines of inquiry.
A central idea is the guidance force behind every learning experience. it is an overarching theme that students explore and investigate. They do so by selecting their learner profiles - a set of values and attributes that define what it means to be an IB student. Using related concepts students show understanding how things work, and change over time. Finally, students use lines of inquiry to guide their learning pathways, and grow their academic skills.
Central Idea
Central Idea
Systems work together to help organize the world around us.
Lines of Inquiry
Lines of Inquiry
What is a focus of our inquiry?
Even wheel systems follow a straight path.
Uneven wheel systems follow a path that curves.
Patterns of motion depend on many factors.
Key Concepts
Key Concepts
Function: The understanding that everything has a purpose, a role or way of behaving that can be investigated.
Causation: The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
Change: The understanding that change is the process of movement from one state to another. It is universal and inevitable.
Related Concepts
Related Concepts
Pattern, role, systems
Sequences, consequences, impact
Adaptation, transformation
Third Grade Unit of Inquiry
What causes the system to roll in a curved path? What happens to the system if the degree of the ramp at which it is placed increases or decreases? These are some of the questions scientists in the third grade were tasked to answer! They did so through reading scientific texts and, of course, hands-on experiments!
This was really important because students took the time to focus on the relationship between an item rolling and curved paths. They had to use their background knowledge of how items move in order to make a hypothesis before they began working. By the end of the learning experience students were able to understand the impact that the height of a ramp has on an an item with wheels.
Scientists discovered that:
Both wheels on an axle must be the same size in order to rotate, or go around, together, in a straight line.
The wheels rotate exactly as often as the axle.
When two wheels are different sizes, the distance around the larger wheel is more than the distance around the smaller wheel, which causes the system to follow in a curved path.
When you increase the degree at which the ramp is held, the wheel system will go further down the straight path.
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