Third grade science is SO much fun. The experiments, the hands-on activities… the LEARNING! Setting students up for success is so important in science. Students will have the skills necessary to make hands-on science SO successful with a few targeted lessons. These back to school science lessons are key for the beginning of Third Grade. 

What is a Scientist?

This is one of the first science questions we should be asking our students at the beginning of the year. A scientist is a person who conducts research to further knowledge in a particular area. I sometimes get the sense that our students might think scientists are people who only blow things up and only do science experiments.

So we teach them the importance of research when it comes to doing science. It’s not all “fun and games”(ie. Explosions and experiments). There is a research and observation component as well. 

I also like to touch on the idea of peer-review when it comes to scientific research. Peer review is the process that scientific discoveries and research go through. Other scientists check or recreate the experiments or research to see if they can verify the discoveries. I like teaching this aspect because it gives students a better idea of the entire research process.

In this post, I break down some of the most engaging ways to introduce students to the scientists behind the most important discoveries in the world. Plus, it has a FREE ‘Science Trading Card’ activity that’s just so much fun.

How to Label a Diagram

Diagrams are so helpful for illustrating things in science. And there are a few key components of a scientific diagram, such as a title, labels, and label lines. There are ways to do each of these things in order to meet the specifications of a scientific diagram. 

Diagram labeling will involve both quantitative and qualitative observations, so we will also have to teach students to distinguish between these two types of observations.

Explicitly teaching our students how to make observations and create a scientific diagram will set them up for success, both in third-grade science and upper-level science. Just think about how impressed their high school science teachers will be!

How to Successfully Complete a STEM Challenge

STEM Challenges are so fun to do in third grade and are a great way to challenge students to use their creative and critical thinking to solve problems! But, we can’t expect them to know exactly what to do without some explicit teaching. So at the beginning of third grade, I always teach students how to successfully complete a STEM challenge. 

I’ve outlined my process for teaching STEM Challenges here, and you can also read about my 4 favorite STEM activities that use few or inexpensive supplies.

Teaching the Scientific Method

Science experiments are such an important part of any science class, and any experiment or STEM challenge is rooted in the scientific method. It is so important that students understand the steps in the scientific method so that they are ready to conduct scientific inquiries in and out of the classroom.

Taking time to teach terminology like hypothesis, procedure, results, conclusion, etc. will give students the vocabulary they need in any science classroom.

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Science has the ability to create wonder and excitement in the classroom. So let’s set our students up for success by teaching these introductory science lessons before delving into the curricular topics.

In Science, we have the opportunity to teach our students many things: how to conduct an experiment using the scientific method, how to research, how to make hypotheses, and how to form scientific questions. Another thing we have the opportunity to teach is how to properly create and label a scientific diagram. There are many opportunities to use scientific diagrams in 2nd, 3rd and 4th grade, so let’s set our students up for success and teach them how to properly create a scientific diagram.

SO much of science needs a diagram to help illustrate an idea. You might need to create a proper diagram in situations like…

• Learning life cycles of animals and plants

• Illustrating the water cycle

• Completing a STEM activities

• Labeling diagrams about animals or plants

Creating a diagram is such an important skill to teach at the beginning of the year so that students are ready to add more details as the year progresses. 

Why do we need to teach students to create diagrams for science?

Explicitly teaching our students different skills in science is important because not everything will come intuitively. Science involves accurate observations and this can be tricky to capture in a diagram, so it’s best that we teach our students how to create diagrams so they know exactly what the expectations are.

What Should a Scientific Diagram Include?

There are a few key components of a scientific diagram. You will need:

• A title at the top center of the page with a description of what is in the drawing. 

  • For example, if you are drawing a pumpkin seed, do not simply write “Seed”, write “Pumpkin Seed”. If you are drawing a picture of the Water Cycle, do not write “Water” write “Water Cycle”

• A clear, colored picture of the item

• Labels and annotations 

  • Generally, the labels go on the right-hand side of the diagram, but there can be exceptions to this rule

• Label lines without arrows

  • Make sure to use a ruler when creating your label lines so all the lines are straight

  • The lines should not cross over each other

• Scale

  • This is if you are drawing something larger than it is in real life (if you want to get really fancy with your elementary school students)

facts vs. opinions

Knowing the difference between a fact and an opinion can really help with creating a diagram.“The plant looks pretty” is an opinion. This isn’t something that we can measure and it might change from person to person.

qualitative vs. quantitative observations

Types of Observations reference guide - available as a free download on this page.

One of the first steps is to teach our students the difference between qualitative and quantitative observations. Qualitative observations and things that we use our senses to observe.

• The coffee feels hot. The coffee is dark brown. The coffee tastes bitter.

These are things we use the senses to observe.

Quantitative, on the other hand, are observations that include numerical measurements.

• There are 10 ounces of coffee in the mug. The coffee is 195F degrees. 

Teaching Qualitative Observations

When teaching qualitative observations, it’s time to do a solid review of the five senses. I love making popcorn when reviewing the senses because making popcorn involves all the senses: smell, sight, hearing, touch and taste! But we also need to get more specific when teaching about qualitative observations. Here are some things we can teach:

• Texture

• Shape

• Color

• Temperature (If you are describing temperature using adjectives like hot and cold, and not describing it using a thermometer number)

Teaching Quantitative Observations (Numerical Measurements)

This is where measuring skills really come in handy. First, we need to give our students practice in how to measure things using a ruler. Then we should give them practice with how to weigh things on various types of scales. These two things lend themselves naturally to some great hands-on lessons! Who doesn’t love measuring and weighing classroom objects!

Teach students different types of quantitative measurements:

• Height

• Width

• Weight/Mass

• Number of specific parts (ie 2 eyes, 8 petals, 4 leaves, etc)

Labeling the Diagram

Now that our students know what kinds of things we should be observing for our scientific diagram, it’s time to start creating diagrams. Together, label an example and a non-example of the same object. This is a great way to teach students expectations for when they create their own diagrams. 

Next, have students practice their observation skills. They can create diagrams of classroom objects and toys! 

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Science provides so many opportunities to create diagrams. Let’s set our students up for success by teaching them how to properly create and label these diagrams. Their upper grade teachers will be impressed when they come to class already having had ample practice with the concept!

In British Columbia we head back to school tomorrow morning.  

Where has the time gone?

Although this summer was full of ups and downs, and not all that restful, it is time to hit the ground running tomorrow morning.    I snuck into my class one more time this morning (on a holiday... gasp!)  to tie up any loose ends and make sure I was fully prepared to welcome my 24 brand new kiddos into my room tomorrow morning.

I think that even after four years of teaching in my 'own room' I still get the nervous butterflies before the first day of school.  A part of me misses the group that inhabited the room the year before, and another part of me is nervous about what is coming next.

I have to keep reminding myself of Philippians 4:6-7:  "Do not be anxious about anything, but in everything by prayer and petition, and with thanksgiving, present your requests to God.  And the peace of God, which transcends all understanding will guard your hearts and your minds in Christ Jesus."  

So I'm giving this year up to the One who holds forever in His hands.  I know that there will be more 'bumps' ahead, but I'm not in it alone.

Thank goodness!

Take a look at my classroom for the 2016/2017 school year:

Above: My teacher desk - love this new print from Hobby Lobby! 

I do all of my read-alouds from my IKEA chair, and we start each carpet time with a reminder how to do  Whole Body Listening (from Especially Education)

Reading Corner - the book bins and storage may not match, but I love how many play-based learning option I have! 

Hand-In Buckets - I separate hand-in and classroom work storage by subject and project.  

View from the back of the classroom - check out my new crate seats!

Permanent whiteboard set-up.  I write my schedule up on the board so it can be specific, and kids help to assign a weekly classroom job rotation.  I love accountability in a primary classroom! 

I'm starting to feel ready for the year ahead.  How about you, is your classroom ready ? Or if you've been back for a while, how are you settling in?

Back to School shopping is a necessary part of the school year.  Like report cards, full-moon-Fridays, and wiggly students... it just cannot be avoided!  I have love/hate relationship with back to school shopping.  I love the shiny new things:  the fresh notebooks, the reams of unused paper, the unused smelly markers...   But somehow I always come home with way more than I intended.

Please tell me I'm not alone here?!  Does anyone else frantically try to hide back-to-school items around there house in a way that makes it less obvious?  I feel like a small-scale hoarder of all things classroom related.  I have bulletin board borders under my couch, book bins in my closet, and new novel sets in my car.  (Shhh, don't tell my wonderful hubby!)

I got together with some of my favourite teacher-authors to brainstorm our favorite back-to-school purchases:

• Smelly Markers (every anchor chart should smell like mint and lemon)

• Chart paper with invisible lines (to make those anchor charts!)

• A new teacher tote bag (you have to treat yourself)

• Good quality pencils (the cheap ones just won't cut it!)

Even after a summer of planning and creating, there is always more curriculum to organize as well.  And that can get expensive.  Making sure that school works for a classroom filled with different kinds of learners does not come in a one-size-fits-all curriculum.

Thank goodness for Teachers Pay Teachers and it's endless supply of affordable curriculum.  I love that I can stock up on so many different and differentiated materials and still have room left to head to Target!  

What's on your back to school list this year?  Anything that is a 'must buy' heading into the new year?  Let me know in the comments below! 

In Third Grade the morning routine is one of the most important parts of the day.  It sets the tone for the day and is one of the most valuable 'chunks' of time.   I've found that students are never more 'alert' than in those first 45 minutes.  While every school, grade, and district may have their own required morning activities, these are the routines and procedures that I have found to be the most effective.

Third Grade Morning Routine:  Don't Over Plan

I can remember my first year of teaching Third Grade.  I tried to do it all.  I had a morning routine that was 5-6 items long: grammar, cursive writing, close reading, math facts, spelling, vocabulary... we did it all!  But we did not do it well.  I could not figure out why almost every student was doing average (at best) on each section of the morning routine.  No one was "mastering" anything, and I felt like I was constantly trying to re-teach concepts.  Not to mention the piles and piles of marking!

I found that to make the most of our mornings I had to seriously cut down on the number of things that we were trying to accomplish.  Instead of trying to do it all, I picked which pieces were the most important.

So I cut it down.  By more than half.  And it totally worked.  Instead of floundering in piles of work, my students began totally ROCKING the few assignments they were given.

I suggest choosing no more than 2 or 3 individual assignments each morning.  (Some of my 'fast finisher' students work on a bonus project when they are done, but for the majority of the class this is the perfect amount of work.)   Each morning my students walk in and independently begin:  spelling practice, a quick morning grammar, and cursive writing.  And I love the look on their faces when they begin to feel successful at each!

Third Grade Morning Routine:  Teach It

It's so important to make sure to explicitly teach each part of your morning routine.  Don't assume that students will "just know" how you want them to complete their grammar and vocabulary practice:  teach them to do it, and do it painfully slowly.  

In my class, we spend the first month doing our "morning routine" as a whole class, and I model each part of our morning routine multiple times.

Using my document camera I will walk students through how to practice their spelling (including where it goes when they are done!),  how I would like their grammar to be completed, and the proper formation of each day's cursive letter.

As students are ready I will gradually move from instruction to guided practice.  Here, I will write the instructions on the board and gently remind off-task students what I am expecting.

Third Grade Morning Routine:  Keep it Consistent

In my third grade classroom, consistency is key.  I make sure that every morning has almost the same routine so that students always know what to expect when they walk in the room.  I try not to change up our morning routine without a ton of notice, and I find that students respond very positively to the consistency.

When students come in each morning I write their "Morning Work" on the whiteboard along with a short cheerful message.  As each student files in they quickly glance at the board to read the message and see which supplies they will need.

One of the things I developed for my class last year was a Grammar Practice Book that specifically covered the grammar and writing skills that I felt were the most vital to third grade.  Take a peek here and see if it might be helpful for your class.

Do you have any specific things you love in your morning routine?  Anything that always works?  What about any utter disasters?  I'd love to hear about them in the comments below!

The first day of school is exciting and nerve-wracking for students and teachers. I can remember anxiously preparing for my first First Day as a brand new teacher.  I had run through so many different scenarios in my mind of what I thought could happen. The reality was a lot more chaotic and I was so glad to have planned so much in advance.

In our school, the first day is a half-day to meet teachers, find classrooms, and get orientated.  That doesn't mean I don't have to be prepared.  It's surprising how much needs to be done in four short hours, so making a plan is key.

Here are my most important tips for the First Day of Third Grade:

First Day of Third Grade Tip One:  Have a plan for school supplies.

Every school and district manages school supplies differently. Sometimes teachers purchase and organize all supplies, other times students purchase supplies from a set list.  Our school does a combination of the two.  While I purchase some supplies and am able to organize them ahead of time, students arrive on Day One with backpacks full of pencils, paper, scissors, and all sorts of other personal supplies.

So what do we do with them? Here is how I organize school supplies in my third grade classroom.

On the first day of school, I have empty dollar store washing buckets set out on my bookshelves. During the year, these will be labeled for each subject.  However, on the first day of the year, I label each bucket with the name of a school supply.

• pencils

• erasers

• lined paper

• blank notebooks

• glue sticks

• liquid glue

These supplies will become communal.  I put them in my back cupboard and ration them to be used for the whole year.  Students have access to my back cupboard (I try not to make most of my classroom 'off limits') but it helps to make our school supplies last all ear. 

On the whiteboard, beside a greeting to my new class,  I write a clear list of the supplies that can go inside of their cubby and/or desk (depending on the year).  These are supplies that are not communal.  When students come in on the first day, they take a look on the board, and begin to sort their supplies before meeting me on the carpet for our very first morning meeting!

First Day of Third Grade Tip Two:  Plan a fun get to know you game!

Every year, a good portion of my new students will inevitably walk in awkward and shy.  Even if I have invested time into getting to know the second graders before they left for the summer they will be nervous on the first day of school.  This is where a fun, non-threatening get-to-know-you game is key.  In my classroom, I love to use a beach ball to ask students fun facts about themselves.   Using a beach ball is a great way to get students moving, and to break away any first day jitters.  Make sure that your questions don't provoke any awkward answers.  The point is to allow your students to open up, not to embarrass them!

On her blog, Teaching in Paradise has great suggestions for how to set this activity up, and sample questions to use on your beach ball.  Check it out here!

Beach Ball Questions from Teaching in Paradise

First Day of Third Grade Tip Three:  Have something for your students do to.  

No matter how hard I plan, and over-plan, there is always something on the first day of school that does not go to plan.  (Mild chaos is inevitable!)  I make sure that my students each have a Back to School Workbook at their desks that gives them something to do during the first day (and week) back.  This way, should the unexpected happen (like a nervous parent who needs to talk, or a student in tears who needs a moment of one-on-one time) the rest of the class has something to work on.  

Back to School workbooks  also allow me to gather vital information about each of my students.  They are not just busywork.  With the workbooks I am assessing basic skills:

Can you begin working independently?

How long can you work independently?

Can you write legibly?

Can you form sentences?

Are you able to follow written instructions?

Can you infer?  

Can you make a logical connection between these two pages? 

This year, I made my students a Back to School book to specifically assess their skills and learning styles.  I want to know how they view themselves as learners, and what basic skills they may have difficulty with.  So while this book helps to occupy some students during moments of chaos in the first few days it is actually so much more.

I have two versions available:  one Bible-based version, and one non-religious Back-to-School workbook. 

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First Day of Third Grade Tip Four:  Do a project together. 

Two years ago I started doing an Art project on the first day of school.  

Really.

I taught a full Art lesson.  And it was glorious.  

I don't particularly like teaching Art, but I love the way my students come out of their shells when they are working intently on something and being a little creative.  It also gives my quieter students a chance to showcase their personalities without having to be the center of attention.  

My favourite project to do on the first day back is a Lego Self Portrait.  I get the Lego template from Art Projects for Kids and follow the basic lesson from Art with Mrs. Nguyen. 

I begin by handing out Lego people around the classroom.  We talk about what students can see. What shapes make it a lego person. (Curved hands, rounded head, rectangular legs).  Then together, we sketch me!  What am I wearing?  What could I be wearing?

Then students are set free to draw themselves as Lego people.  I love seeing what they come up with.