VOCABULARY CHECKING LIST

Here you have the vocabulary of the unit 2. Remember you can include other definitions and other examples. You can write a definition, an example or both things. 

If you want to make a definition in spanish, it´s great. The important thing is that you understand the word and you can use it :)

INPUT 6

                                  INPUT 6

The rules are different in each class because students decide them. Some examples are:

- We must throw the rubbish into the bin.

- We must respect animals and people.

- We mustn´t cross when the traffic light is red.

In the output you have to write 3 examples in each place (3 rules we must follow in the library, 3 rules we must follow in the playground, 3 rules we must follow in class and 3 rules we must follow at home). In class we have said and written some examples of rules. 

 

 INPUT AND OUTPUT 5

These are only some examples, you can include the ones you prefer in the output :)

 

 INPUT AND OUTPUT 4

Include an example of a tradition or a legend you know (from Graus, Aragón, Spain...) in the envelope. We will read them in class.

Here you have some examples

https://www.youtube.com/watch?v=s68ANpbH9es

  INPUT AND OUTPUT 3

Remember you can include the examples you want in the output. If you don´t finde examples that start with the letter you can use words that have that letter.

 INPUT AND OUTPUT 2

 INPUT AND OUTPUT 1

 Hi! We have started unit 2  named "Living in society. The place where I live".

I´m going to show you how first pages should look like.

1. Cover (Unit 2: LIVING IN SOCIETY. THE PLACE WHERE I LIVE). (= Right)
2. KML chart (Like the one we did in unit 1,  but now students will decorate it and do it by themselves). (=Left).
3. Vocabulary checkling list (We will do it throughout the unit). (= Right)

Then we continue with the inputs (left) and outputs (right).

I show you an example 😀

*Os enseño cómo quedan las primeras páginas del cuaderno, en este nuevo tema.

1. Portada (Unit 2: LIVING IN SOCIETY. THE PLACE WHERE I LIVE). La pueden decorar como quieran. (En la página derecha del cuaderno, empezamos nuevo tema así que podemos dejar una hoja libre).
2. KWL Chart (igual que el modelo que hicimos en la unidad 1, pero esta vez los alumnos lo decorarán y realizarán ellos mismos). Hemos practicado en clase cómo hacerlo, pero es individual y cada alumno/alumna incluye lo que sabe y lo que quiere aprender. El último apartado se realizará cuando acabemos el tema (=izquierda).
3. Vocabulary checkling list (lo iremos haciendo según avancemos en la unidad). (=derecha).

 SCIENTIFIC BOX

Do you want to see our scientific box? We did them with our friends and inside we are including some experiments we do in Science. We used our imagination and they are wonderful. 

HALLOWEEN👿

We would like to show you how we were working Halloween in Arts and how we decorate our classess 😊 Enjoy the bank holiday

 VOCABULARY CHECKING LIST

For the students who didn´t finish it in class, here you have the vocabulary checking list. Remember to write your own definition (or search one) and add the drawing. In this way it´s easy to understand :) 

INPUT 6: HEALTHY HABITS AND NUTRIENTS 

Human beings need a healthy life style and need to follow a balanced diet. Let´s know how we can do it.

These are the name of the nutrients, where can we find them, what they gives us and an example. 

Healthy habits for kids

I show you an example of how you can do the output (most of you did it in class). Remember to write the name of the nutrients, the function and draw the examples you want. Then draw and write 4 healthy habits (you can choose the ones you prefer from the examples we learnt in class).

INPUT 5: DIGESTIVE AND EXCRETORY SYSTEM 

Here you have what we are learning about the digestive and excretory system

Here we have the example we did in class ;) 

Then, an example of how to do the output as I explained in class (I´m sure you can draw better than I do)

Let´s have a look to this video 😉

Digestive system

 INPUT 4: RESPIRATORY AND CIRCULATORY SYSTEM

It´s time to learn the respiratory and circulatory system. How can we breath? How can the blood move around the body? 

Don´t forget what we have learnt about wearing properly the mask (cover your mouth and your nose)

I send you this links that can help you to understand it 😉

Respiratory system

Circulatory system

 INPUT 3: OUR SENSES

Here you have the information about the 5 senses. Remember you can practice the parts of the body that each sense works playing "Simon Says" if you want 😊

INPUT AND OUTPUT 2: LIFE PROCESSES

Last day we learnt about life processes, but remember we will learn more about the systems and the senses. 

The output we did about each life process and the photos can be coloured and associaated the word with the correct photo with a number or a color.

This is the example we did in class. 

 

 INPUT 1: HUMAN BEING AND HEALTH

Here you can find the input 1 about the characteristics of the humans and the parts of the body.

 

Hello! Welcome to the blog of Science of the 3rd grade.

As you know, we work with smart notebooks in Social and Natural Science.

In this blog, you can find the information you that students have in their smart notebooks. If one day they don´t attend to school or they haven´t finished what we have done in the lessons, you can find it here. 

We need to be responsible kids and do the tasks correctly, clearly and neat. We can do it!

Let´s start this new adventure! We will learn a lot. 

¡Hola! Bienvenidos al blog de Science de 3º de primaria curso escolar 2021-2022. 

Como ya sabéis, trabajamos con los cuadernos inteligentes en la asignatura de "Social Science" y "Natural Science".

En este blog podréis encontrar la información que los alumnos y las alumnas de 3º de primaria encuentran en sus cuadernos. Por si algún día, no hemos acudido al colegio o no nos ha dado tiempo en clase a incluir la información que hemos aprendido, podemos encontrarla aquí.

Como ya somos mayores, tenemos que ser responsables y tener al día el cuaderno, de manera limpia, ordenada y correcta. ¡Seguro que todos somos capaces de conseguirlo!😉

¡Comenzamos esta nueva aventura en la que aprenderemos mucho!

CÍRCULO CROMÁTICO

 Hemos realizado un círculo cromático, teniendo en cuenta únicamente los colores primarios y secundarios. Por tanto, estamos hablando de un círculo cromático de 6 zonas.

Para ello, vamos a utilizar lo aprendido en las sesiones con compás para realizar una primera circunferencia de radio 8 cm. Con esa exacta amplitud de compás, y desde un punto al azar del contorno de la circunferencia (punto A), hacemos una  marca en ese contorno. Posteriormente, colocando la aguja del compás en el sitio donde hemos hecho la marca con la mina del compás, hacemos sucesivas marcas en el perímetro o contorno de la circunferencia hasta llegar de nuevo al punto A. Por pura geometría, nos saldrán 6 secciones idénticas de circunferencia.

Hacemos lo mismo de nuevo, pero esta vez con el una circunferencia de radio 4 cms quedando algo parecido a lo siguiente.

Una vez terminada la parte de geometría, pasamos a darle color. Con témperas, ponemos azul amarillo y rojo en las 6 zonas creadas, dejando un hueco sin pintar entre medio. Este hueco será pintado con la mezcla de los colores adyacentes, creando los colores secundarios. Es decir:

- Entre el rojo y el amarillo pondremos la mezcla de ambos (naranja).

- Entre el azul y el amarillo pondremos la mezcla de ambos (verde).

- Entre el rojo y el azul pondremos la mezcla de ambos (morado).

Los círculos quedan algo parecido a éstos.