Grade 3
Ms. Lau & Mr. Davydov
Mr. Bit-Shamay
Ms. K & Ms. Thompson
Embedded Files
June 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
Evaluate consequences and actions that impact humans and animals.
Writers use expository texts to share knowledge and ideas clearly and effectively.
Lines of Inquiry
Lines of Inquiry
What is a focus of our inquiry?
The features and structure of expository texts (Form)
The ways writers organize information to explain and inform (Function)
The effect of purpose and audience on writing choices (Perspective)
How factual information is gathered and organized (Function)
The role of research in supporting clear explanations (Causation)
How writing can help us understand scientific and natural phenomena (Connection)
Key Concepts
Key Concepts
form, function, perspective, causation, connection
Related Concepts
Related Concepts
Pattern, role, systems
Sequences, consequences, impact
Adaptation, transformation
Third Grade Unit of Inquiry: Expository Texts - Writing About Animals
Students chose an animal to research and wrote a well-structured expository report that informs readers about the animal’s characteristics, habitat, diet, life cycle, and adaptations. The final product was organized with non-fiction text features and written in a clear, factual tone.
Students are paired to share their expository texts.
The audience listens and then asks questions once the presentation is over.
Students work in collaborative groups to create an animal poster.
Students work in collaborative groups to create an animal poster.
Students chose a comfortable space to work together.
Students are presenting their animal posters in front of their peers.
A student here uses her animal poster as an interactive tool to teach about her animal.
English language learners are presenting about their animal using both academic and conversational language.
Animal posters created by students in classes 3B and 3C.
Animal posters created by students in classes 3B and 3C.
Animal posters created by students in classes 3B and 3C.
Animal posters created by students in classes 3B and 3C.
Collaborative Inquiry in Action
The images above highlight students engaging in collaborative research as part of their unit on animals. Working in small groups, students demonstrated strong social skills by compromising, assigning roles, and developing a shared research plan. Using their findings, they created informative posters to teach their peers about the animals they studied.
As part of this culminating activity, students presented their research to the whole class, deepening their understanding of how to communicate information effectively. This process supported their development of research and communication skills while reinforcing the central idea and lines of inquiry. Through this experience, students took ownership of their learning and actively contributed to the learning community.
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