By Millicent Duncan. 3rd Grade Math. Published at Saturday, October 31st, 2020 - 06:54:34 AM.
A child who enjoys the art of building would love a project that involves the making of a model to demonstrate a concept or results. 3rd grade science fair projects may be a collection of objects or insects (for example). For the project to be interesting, make sure that it answers a question relating to the topic. Encourage your child to experiment and to write down his findings. The child will then be used to this idea when he must present projects for school purposes. 3rd grade science fair projects can be presented in various ways. The student could write the results in a report or make an attractive poster. Models, as mentioned above, are also fascinating. Help your child organize his poster or display in a neat and logical fashion. Photos or computer printouts help towards the visual appeal of the project. The use of color is important to make each section of the project stand out on its own, but make sure that the main focal point is the purpose and original question of the project. The pictures, results and conclusions can be arranged around the main purpose of the project.
3rd grade science fair projects are a lot of fun because at this age children are eager to explore the world around them and find out how things work. They are constantly wanting to know the answer to the question "What happens if I do this..." and therefore they will likely come up with many different experiments theyd like to try. It may be difficult to decide on just one! At this age they have a short attention span though, so the projects must be simple, fun and fairly short. There are many, many different project ideas for this age group such as; do all the children in their class have the same size hands and the same size feet as each other? They can research this by tracing the other childrens hands and feet on a piece of paper and comparing them to each other.
Ronald Bass, one of the lead researchers in an ACSM study of middle-schoolers academic performance and relative physical fitness, found that "students meeting cardiovascular fitness standards were six times more likely to meet or exceed Illinois reading standards and over two-and-a-half times more likely to meet or exceed the math standards." If this werent the most compelling reason to reverse the watering-down of physical education in our schools, it would be hard to find the one that is. The best brain-boosting results are found from cardiovascular exercise, the same type of exercise experienced by avid fencers. Fencing is just one of many sports that incorporate vigorous cardiovascular movement.
One of the implications for these findings is the importance of physical fitness programs for school aged children, and for increased support of school-sponsored fitness programs. Children spend a significant portion of their waking hours at school, and most schools have some type of physical education class during the week. The unfortunate by-product of poor student achievement in some schools is the elimination of physical education classes in an effort to increase instructional time. As we see here, this is probably the exact opposite prescription the children need. Some schools have not ignored the research done by Hillman and others exploring the connection between intelligence and physical fitness. For example, the Newsweek article points out that schools have already taking steps such as putting PE class before reading class. The result is better scores all around.
If encouraged from a young age, children will naturally find ways and means to experiment with questions that interest them. A science fair project will always be well performed if the child is interested in the topic. There are also different ways of doing 3rd grade science fair projects. By experiment or investigation is the most common type of project. An example of this type of project would be if frozen candles burn as well as candles at room temperature. This is a wonderful way for children to learn, because they are able to actually see how things, exposed to various elements, cause different reactions. A child could demonstrate his 3rd grade science fair project by re-testing experiments that have already been done. The child could even do additional experimentation to make the project more interesting. A project could also involve research where the relevant information is collected and the answer to the question is presented.
I know that I seem pretty harsh on this young teacher, but his actions indicate a couple of character issues that make teaching a poor career choice for him. Having said that, his situation does point out the two major flaws of the UCSMP program. Because the series is so very different in terminology and methodology, two things need to happen every year. First, new math teachers need the same training all of the teachers received when the series was adopted. I can make a good guess at what happened here. When my district adopted the UCSMP series, we received a great deal of training in the philosophy of the series, lots of teaching help, and even training in teaching reading in a math class because UCSMP is very dependent upon student reading. But that only happened the first year. After that, it became the responsibility of each math department to train new teachers. Sometimes this new teacher training is too hurried or maybe even non-existent. And because we are such a mobile society, it is not at all unusual for the entire department to have completely changed within a very short time. I suspect that this young teacher got little if any instruction into the differences in UCSMP or why it was chosen. UCSMP requires yearly teacher in-servicing.
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