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Culminating projects of the Grade 3 Unit Of Inquiry: Plants and SOLO/Word Lists for HWEO: Performing Arts

Culminating projects of the Grade 3 Unit Of Inquiry: Plants and SOLO/Word Lists for HWEO: Performing Arts
Serrin Smyth

How did students wrap up their unit of inquiry exploring Plants? What unit are they inquiring into next? 

Grade 3 students have spent the last few weeks online engaging with different learning experiences to develop their understanding of how "Plant diversity can affect the wellbeing of people and other living things."

The students recapped their understanding of the form and function of plants prior to connecting their ideas about the interrelationship between plants and other living things.

In collaboration with art, students also created artistic representations of their understandings of plants through collage. 

Students connected with research skills through note taking strategies alongside art and explored how to create visual notes/sketch noting methods. They read online books through Epic! to research and documenting their understandings through notes. 

As a culminating project, students were encouraged to create a diorama or drawing/painting/collage to demonstrate: 

  • How plants have adapted to the habitat

  • How plants support animals in the habitat

  • How plants support people

As this unit draws to an end, students will begin their final unit of inquiry: 

How We Express Ourselves: Performing Arts!

Students will start exploring the central idea The performing arts offer opportunities for creativity, expression, and enjoyment in different culturesThis involves investigating and exploring how cultures communicate ideas through the performing arts, common features of performances and ways to create a performance to express a theme or idea.

Below you will find links to the SOLO Taxonomy and Vocabulary Lists for Grades 3. It is important to note that in alignment with the Enhanced PYP, students may develop the SOLO taxonomy by co-constructing this with their teachers. This is to provide students with agency - choice, voice and ownership throughout the process of their learning. Therefore the SOLO co-constructed by students may look slightly different this one. This learning progression and vocabulary list is developed so you can support your daughter's learning at home. 

How can I use the SOLO at home?

You will see a row underneath the possible assessment criteria titled 'Possible questions to discuss'. These are teacher guided questions that help to direct the unit of inquiry. You may wish to use these questions to begin a conversation with your chid about their unit of inquiry at home. 

How can I use the Vocabulary Lists at home?

The Vocabulary Lists are a guide for the possible vocabulary that may be explored throughout the unit of inquiry. It is encouraged that you explain and explore the words within this list with your child in their mother tongue. Perhaps you may talk about the concept of some of the words in English and also in your home language in order to deepen their understanding of them. 

HWEO - SOLO Taxonomy 

HWEO - Vocabulary List

If you have any experience or expertise with the content of these units of inquiry, we would love to hear from you! Please contact our PYP Coordinator (ssmyth@seisen.com) or your daughter's homeroom teacher. 

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