Curriculum

Planning

Transdisciplinary theme
Who we are
Transdisciplinary theme focus
human relationships including families, friends, communities, and cultures

Central idea
The choices people make can have an influence on their relationships.

Learner profile attributes
Caring, Principled

Key concepts
Responsibility, Function, Connection
Concepts question
Responsibility
What is our responsibility when making decisions to benefit the whole group, and what is our
responsibility as learners in the classroom to benefit the whole class.

Related concepts
Concepts
• Responsibility: decision making
• Function: agreements

• Connection: awareness

Lines of inquiry
• How our choices and actions can impact others (decision making, responsibility)
• How agreements can impact choice (agreements, function)
• How self-awareness can help support decision-making (awareness, connection)

Approaches to learning
Social Skills
Social Skills
Social Skills (General)
Self-management skills
Self-Management Skills
States of mind (mindfulness, perseverance, emotional management, self-motivation, resilience)
Teaching the ATL skills
Social Skills- as students will be focusing on working effectively with others; Self-Management as
students will practicing managing their states of mind (emotional management, etc.,)
SEL Journeys Unit 1 - Self Awareness

Learning goals and success criteria
Report card criteria:

Subject standards
Visual Art
Creating
Investigate

• VA:Cr2.1.Ka - Through experimentation, build skills in various media and approaches to art- making. (VA:Cr2.1.Ka)

Investigate - Plan- Make

• VA:Cr1.2.Ka - Engage collaboratively in creative art-making in response to an artistic problem. (VA:Cr1.2.Ka)

Social Studies
Civics
Participation and Deliberation

• CIV K.4 - Apply civic virtues when participating in school settings. (CIV K.4)
• CIV K.5 - Follow agreed upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group. (CIV K.5)

Processes, Rules and Laws

• CIV K.8 - Identify and explain how rules function in public. (CIV K.8)
• CIV K.7 - Explain how people can work together to make decision in the classroom. (CIV K.7)
• CIV K.6 - Explain the need for and purposes of rules in various settings inside and outside of school. (CIV K.6)

Economics
Economic Decision-Making

• ECO K.2 - Identify the benefits and costs of making various personal decisions. (ECO K.2)
• ECO K.1 - Explain how scarcity necessitates decision-making (ECO K.1)

Physical Education
Working with others
Interactions

• Shares equipment and space with others.

Personal Responsibility
Interactions

• Acknowledges responsibility for behavior when prompted.
• Follows directions in group settings (e.g., safe behaviors, following rules, taking turns).

English
Reading: Literature
Key Ideas and Details

• CCSS.ELA-LITERACY.RL.K.2 - With prompting and support, retell familiar stories, including key details. (CCSS.ELA-LITERACY.RL.K.2)
• CCSS.ELA-LITERACY.RL.K.1 - With prompting and support, ask and answer questions about key details in a text. (CCSS.ELA-LITERACY.RL.K.1)

Craft and Structure

• CCSS.ELA-LITERACY.RL.K.6 - With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (CCSS.ELA-LITERACY.RL.K.6)

Range of Reading and Level of Text Complexity:

• CCSS.ELA-LITERACY.RL.K.10 - Actively engage in group reading activities with purpose and understanding. (CCSS.ELA-LITERACY.RL.K.10)

Reading: Informational Text
Craft and Structure

• CCSS.ELA-LITERACY.RI.K.5 - identify the front cover, back cover, and title page of a book. (CCSS.ELA-LITERACY.RI.K.5)

Library Media
I. INQUIRE
A. THINK
2. Recalling prior and background knowledge as context for new meaning. (I.A.2)
III. COLLABORATE

A. THINK
3. Deciding to solve problems informed by group interaction. (III.A.3)

Prior learning
Prior Knowledge
Stop light system, students hold up a sign to indicate their response to scenarios that reflect all the elements of the Lines of Inquiry
LOI 1 - Students will either illustrate, take a video or photograph about essential agreements with a focus on responsibility within the group. Teachers will look for accurate reflection of the agreements on each student’s poster and give feedback to the prompt of how the rules guide our decision making?
LOI 2 - After showing all the different shoes and perspectives students can go up to a chart as part of the bus stop activity and draw on a sticky note how they would show respect towards the person wearing the shoe
OR
Students can choose to either draw a picutre or act out a scenario where they choose one shoe story and explain how they would show respect towards the person wearing the shoe.
LOI 3 - Students will role play situations for problem solving. Teachers will look for students to role play multiple situations with positive outcomes. Students hold up a red, yellow, or green stick to indicate their response to the image or scenario presented.
or
Students will fill in cartoons with thought bubbles of problem situations- they should describe thinking of both characters. “Traffic light or Bus stop”

Connections: Transdisciplinary and past
Library MediaUnit 1: Who we are
What is a library and what are its uses? What are the library rules, policies, and procedures? What is the role of the school librarian? What are important terms used in most libraries?(Book Cover, Spine, Call Number,Title Page: Title, Author, Illustrator)
Information Literacy: Introduction to library resources

• Students will gain understanding of how to care for our library materials
• Understand basic concept of books
• Difference between fiction and non-fiction
• How to make appropriate and safe choices during “preferred choice time”

Lifelong reading: How to listen to and enjoy books individually and in group setting
Reading is for fun and learning

• The words and illustrations are important to understand the story
• The library has a wide selection of books for all levels
• We listen to and respond to literature in a group setting
• We retell key components of a story
• Identify characters, setting, and major events in a story

Books:

• We don’t eat our classmates by Ryan Higgins
• A color of his own by Lio Leonni
• Little Red and the very hungry lion by: Alex T Smith
• My teacher is a monster by: Peter Brown
• The Cow who climbed a tree by: Gemma Merino
• Pig the Fibber by: Aaron Blabey
• The Good Egg by Jory John

Art

• How I treat materials in art class impacts others.
• My actions during art class impact others.

Physical Education
The students will learn the physical education rules, routines and expectations. They will learn
how to use the equipment appropriately and how to share with others.
Spanish:
ACTFL Standards: Communication (Interpersonal Mode)
Implementing

Learning experience library
Journeys SEL - Self Awareness
Amy Rios

Responsible Decision Making: What Should Danny Do?
Amy Rios
We need to make so many decisions every day!
Even though it may not always seem like it, you all have a superpower that helps you choosehow you
react and behave. This superpower ⚡ is called The Power Of Choice.
1. Read 👀 the story What Should Danny Do?
2. As you read the story, reflect 💭 on the power of decisions Danny has in each of these situations.

• What should Danny do? 🤔
  • Eat the pancakes from the alphabet plate? Or yell until he gets the Ninja plate? What are the consequences of each choice?
• What should Danny do? 🤔
  • Stomp really hard on Charlie’s foot? Or tell Charlie that isn’t nice.
  • What are the consequences of each choice?
• What should Danny do? 🤔
  • Knock the race car set over? Or play with Charlie?
  • What are the consequences of each choice?

3. Analyse 🧐 the pros and cons of every decision Danny makes and discuss it with your classmates.
4. Reflect on any decision you have made where you were not happy with the consequences? How would
you use your Power to Choose⚡ to change the decision and it's?
5. Think about your Power to Choose and how could you use it to help you make responsible decisions
every day. Draw it in a picture 🖍 and upload it on the Toddle Student App.
Teacher notes

• This learning experience can be assigned to students in the Early Years.
• The Collaboration for Academic, Social, and Emotional Learning (CASEL) is a leading research organization for social-emotional development, and they have developed an instructional framework for the SEL curriculum called the "CASEL Five Core Competencies".
• This learning experience has been inspired by their framework and can help students make responsible decisions which is one of the five competencies defined by CASEL.For more information about CASEL's core competencies, you can explore their SEL framework and many more resources in theirSchoolwide Guide to SEL

Social Awareness: The Way I Feel (Read Aloud)
Amy Rios
During a day, people go through so many different emotions 😊😢😨😡. The emotions you feel can have a big impact on the way you feel and act.
1. Listen 👂 to the story The Way I Feel.
2. Have you ever feltsilly 😋, scared 😨, happy 😊 , sad 😢, angry😡, excited 😄, and proud? Pair up with a friend and share a story when you were feeling anyone emotion recently.
3. Reflect on the story 💭 and recall the expression on your face and the way your body language was when you were experiencing that emotion.
4. Capture this emotion and the many others shown in the book by making your own feeling stones. Gather all your art supplies 🎨🖌 and get creative!
5. Once you have made your feeling stones, swap your stones with your friends and play the feelings game 🎭.

• In this game, pick up a feeling stone created by a friend, imitate the expression as close as possible, and guess the emotion 🤔.
• Take turns and play the game with as many friends as you can, where you both have a chance to share and guess!

6. Take pictures 📷of your feeling stones along with pictures of you playing the game and upload them on the Toddle Student App.
Teacher notes

• This learning experience can be assigned to students in the Early Years.
• The Collaboration for Academic, Social, and Emotional Learning (CASEL) is a leading research organization for social-emotional development, and they have developed an instructional framework for the SEL curriculum called the "CASEL Five Core Competencies".
• This learning experience has been inspired by their framework and can help develop students' social-awareness skills which is one of the five competencies defined by CASEL. For more information about CASEL's core competencies, you can explore their SEL framework and many more resources in their School wide Guide to SEL

Resources
Social and Emotional Learning | CASEL - Casel Schoolguide
Social and Emotional Learning | CASEL - Casel Schoolguide
What should DANNY do? By Ganit & Adir Levy - Children’s Books Read Aloud
The Way I Feel
Reflecting

Teacher reflections
Ongoing reflection
Teresa Alfieri 1:51 pm, 26th Oct 2023
Guided discoveries, modeling and lots of practice of daily classroom expectations. Read alouds that focused on being caring, Second Step was very important. Read aloud of tattling vs telling was very helpful. On the playground we have modeled and practiced and have seen improvement in many students principled behavior. This unit really supports every second of every day with a focus on being kind and principled while moving throughout the day. The essential arts teachers are generally working on the same beginning of the year expectations of sharing and working together to navigate daily learning.

Kindergarten Unit 1 & 4

Planning

Transdisciplinary theme
How we organize ourselves
Transdisciplinary theme focus

• the interconnectedness of human-made systems and communities

Central idea
The features and services of a community can have an impact on its citizens

Learner profile attributes
Inquirers, Knowledgeable

Key concepts
Perspective, Change, Form

Related concepts
Concepts
• Perspective: citizenship
• Change: history
• Form: community

Lines of inquiry
• The features and services of a community (community, form)
• The ways communities have changed over time (history, change)
• The ways that roles and responsibilities impact a community (citizenship, perspective)

Approaches to learning
Social Skills
Social Skills
Social Skills (General)
Teaching the ATL skills
Social Skills as students will explore ways that roles and responsibilities impact others.
Journeys SEL -Unit 2 Self-Management

Learning goals and success criteria
1. features of a community (community, form)
Task: Map creation: children create a street map of their neighborhood. by drawing and labeling important places, including schools, shops, firehouse, library, and other locations
Success criteria:

• explanation of why the places on the map are important
• at least six community features

2. the connection between roles, services, and responsibility (services, connection)
Task option 1:After a field trip in which they learn about a community helper, students reflect on their learning in their journal. Students should be given sentence stems but can also use pictures to answer the questions.
Task option 2:Students can dress up as members of the community and explain in a
observation/recording who they are, what they do, what they use, and how it helps.
Success criteria:

• explain what the role is
• what they do when they are doing their job
• what they use
• how it helps the community.

3. Natural and built features of a community (infrastructure)
Task: Create a map of New London at the completion of the unit to show where community helpers as well as the natural resources (river, ocean, park, etc.) are.
Success criteria: Using the map as a guide students will

• identify places on the map-at least 6
• and/or explain what they can find at the location (form).
• describe at least one feature that is needed for this community helper needs to do the
• job.

Subject standards
Social Studies
Civics
Processes, Rules and Laws

• CIV K.9 - Describe how people have tried to improve their communities over time. (CIV K.9)

Civic and Political Institutions

• CIV K.1 - Describe roles and responsibilities of people in authority (local/state/national e.g., judge, mayor, governor, police) (CIV K.1)
• CIV K.3 - Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority. (CIV K.3)
• CIV K.2 - Explain how all people, not just official leaders, play an important role in a community (CIV K.2)

History
Perspectives

• HIST K.3 - Compare perspectives of people in the past to those in the present. (HIST K.3)

Historical Sources and Evidence

• HIST K.7 - Generate questions about a particular historical source as it relates to a particular historical event or development. (HIST K.7)
• HIST K.4 - Identify different kinds of historical sources. (HIST K.4)
• HIST K.5 - Explain how historical sources can be used to study the past. (HIST K.5)
• HIST K.6 - Identify the maker, date, and place of origin for a historical source from information within the source itself. (HIST K.6)

Change, Continuity and Context

• HIST K.2 - Generate questions about individuals and groups who have shaped a (HIST K.2)
• HIST K.1 - Compare life in the past to life today. significant historical change. (HIST K.1)

Causation and Argumentation

• HIST K.8 - Generate possible reasons for an event or development in the past. (HIST K.8)

Geography
Geographic Representations and Spacial Views of the World

• GEO K.1 - Construct maps, graphs and other representations of familiar places. (GEO K.1)

English
Reading: Literature
Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RL.K.7 - With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). (CCSS.ELA-LITERACY.RL.K.7)

Key Ideas and Details

• CCSS.ELA-LITERACY.RL.K.2 - With prompting and support, retell familiar stories, including key details. (CCSS.ELA-LITERACY.RL.K.2)

Reading: Informational Text
Range of Reading and Level of Text Complexity:

• CCSS.ELA-LITERACY.RI.K.10 - Actively engage in group reading activities with purpose and understanding. (CCSS.ELA-LITERACY.RI.K.10)

Writing
Text Types and Purposes

• CCSS.ELA-LITERACY.W.K.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CCSS.ELA-LITERACY.W.K.3)

Science
Engineering Design
Asking Questions and Defining Problems

• K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Action
Participation
Action question
Participation
For Earth Day students can clean up the park, the playscape visiting the nursing home and singing K/1 sing songs prep a garden bake for the police officers/fire fighters

Connections: Transdisciplinary and past
PE- Students will be completing a bowling unit. They will work on their form when attempting to roll the ball from one end of the lane towards the pins. They will learn that when they use proper form they have a higher chance of knocking down the pins. The students will be organized in different lanes and they will each have a different role to play and a job they will be responsible for. Bowler, pin setter, ball carrier.
In Library, the students will watch Brain Pop, Jr. video on Community
Helpers https://jr.brainpop.com/socialstudies/communities/communityhelpers/
Read and browse various books on community helpers: Firefighters by Katie Daynes, Scholastic
News: A Very Busy Firehouse, A Firefighter's Tools by Devon Mc Kinney, Weekly Reader People in
my Community: Firefighter by Jacqueline L. Gorman, A Construction Site by Melissa Gish, Where does the Garbage Go? by Paul Showers, Hands on Jobs: Sanitation Workers by Anne
Forest, Weekly Reader People in my Community: Sanitation Workerby: JoAnne Macken.

Implementing

Learning experience library
Whose Hat Is This?
Amy Rios

Untitled
Amy Rios

A Landscaper's Tools
Amy Rios

A Construction Worker's Tools
Amy Rios
Students will show their learning on the template in SeeSaw.
Whose Hands Are These
Amy Rios
A Doctor's Tools
Amy Rios
Students will show what they know using the template attached in SeeSaw.
A Firefighter's Tools
Amy Rios
Students will show what they know using the SeeSaw template tool.
Whose Tools Are These?
Amy Rios

A Chef's Tools
Amy Rios
Students will show what they know using the template provided in SeeSaw.
WAR.U2.RML1 Make a list of the books you love.
Amy Rios
U2 Using a Reader’s Notebook
WAR.U2.RML1 Make a list of the books you love.
WAR.U2.RML5 Write and draw to show things you like to read about.
Amy Rios
U2 Using a Reader’s Notebook
WAR.U2.RML5 Write and draw to show things you like to read about.

Regional Multicultural Magnet School School code: 000000

Page 6 / 9
WAR.U2.RML7 Use the lists in your reader’s notebook to help you choose books.
Amy Rios
U2 Using a Reader’s Notebook .
WAR.U2.RML7 Use the lists in your reader’s notebook to help you choose books.
LA.U18.RML2 The illustrator shows sound and movement in pictures to help you
understand the story.
Amy Rios
U18 Looking Closely at Illustrations
LA.U18.RML2 The illustrator shows sound and movement in pictures to help you understand the story.
LA.U18.RML1 The illustrator shows information in the pictures that the author does
not tell in the words.
Amy Rios
U18 Looking Closely at Illustrations
LA.U18.RML1 The illustrator shows information in the pictures that the author does not tell in the words.
WAR.U2.RML6 Write and draw to show things you like to write about.
Amy Rios
U2 Using a Reader’s Notebook
WAR.U2.RML6 Write and draw to show things you like to write about.
When I Grow Up
Amy Rios

LA.U18.RML4 The illustrator draws the characters so they look the same on every
page.
Amy Rios
U18 Looking Closely at Illustrations
LA.U18.RML4 The illustrator draws the characters so they look the same on every page.
When I Grow Up- A Look at 10 Future Careers For Kids
Amy Rios

LA.U4.RML3 Tell something interesting you learned when you give a book talk about
a nonfiction book.
Amy Rios
Literary Analysis: U4 Giving a Book Talk
LA.U4.RML3 Tell something interesting you learned when you give a book talk about a nonfiction book.
WAR.U2.RML2 Make a list of the authors you love.
Amy Rios
U2 Using a Reader’s Notebook
WAR.U2.RML2 Make a list of the authors you love.
LA.U4.RML6 Hold your book and your body so everyone can see.

Amy Rios
Literary Analysis: U4 Giving a Book Talk
LA.U4.RML6 Hold your book and your body so everyone can see.
SAS.U1.RML1 Look at the picture and think what would make sense.
Amy Rios
Strategies and Skills: Review U1 – Searching for MLVI
SAS.U1.RML1 Look at the picture and think what would make sense.
SAS.U1.RML5 Read the words you know quickly.
Amy Rios
Strategies and Skills: Review U1 – Searching for MLVI
SAS.U1.RML5 Read the words you know quickly.
LA.U18.RML3 The illustrator puts details in the background to help you understand
the story.
Amy Rios
U18 Looking Closely at Illustrations
LA.U18.RML3 The illustrator puts details in the background to help you understand the story.
LA.U4.RML5 Speak clearly and show your excitement when you give a book talk.
Amy Rios
Literary Analysis: U4 Giving a Book Talk
LA.U4.RML5 Speak clearly and show your excitement when you give a book talk.
LA.U4.RML1 A book talk is a short talk about a book you want to recommend.
Amy Rios
Literary Analysis: U4 Giving a Book Talk
LA.U4.RML1 A book talk is a short talk about a book you want to recommend.
SAS.U1.RML3 Read the sentence again and get your mouth ready for the first sound.
Amy Rios
Strategies and Skills: Review U1 – Searching for MLVI
SAS.U1.RML3 Read the sentence again and get your mouth ready for the first sound.
WAR.U2.RML3 Make a list of the illustrators you love.
Amy Rios
U2 Using a Reader’s Notebook
WAR.U2.RML3 Make a list of the illustrators you love.
LA.U4.RML4 Try to get your classmates interested in the book.
Amy Rios
Literary Analysis: U4 Giving a Book Talk
LA.U4.RML4 Try to get your classmates interested in the book.
LA.U18.RML5 The illustrator draws the background the same way through the
book.
Amy Rios
U18 Looking Closely at Illustrations
LA.U18.RML5 The illustrator draws the background the same way through the book.
SAS.U1.RML4 Look for a part you know
Amy Rios
Strategies and Skills: Review U1 – Searching for MLVI
SAS.U1.RML4 Look for a part you know.
WAR.U2.RML4 Make a list of the characters you love.
Amy Rios
U2 Using a Reader’s Notebook
WAR.U2.RML4 Make a list of the characters you love.
SAS.U1.RML2 Read the sentence again and think what would sound right.
Amy Rios
Strategies and Skills: Review U1 – Searching for MLVI
SAS.U1.RML2 Read the sentence again and think what would sound right.
LA.U4.RML2 Tell the important information when you give a book talk about a
story.
Amy Rios
Literary Analysis: U4 Giving a Book Talk
LA.U4.RML2 Tell the important information when you give a book talk about a story.
LA.U4.RML7 Prepare for a book talk and practice it.
Amy Rios
Literary Analysis: U4 Giving a Book Talk
LA.U4.RML7 Prepare for a book talk and practice it.

Resources
K Text Set 12 Living and Working Together
K IRA Text Set 22 Rhythm and Rhyme
Reflecting

Teacher reflections
Ongoing reflection
Teresa Alfieri 3:50 pm, 30th Nov 2023

We built and developed a map that grew throughout the unit as children built knowledge of communities. Play based centers that incorporated the theme inside and outside. We saw agency in the development of imagination and teamwork. Their social skills grew. The n going class map exploration helped students to communicate ideas, ask questions and make observations. Students also practiced social skills of listening to others and supporting and growing ideas from each other. We observed increased cooperation in students when using the dramaitc play areas, listening skills were developed when we had the visits from and with our community helpers. LP=inquirers and knowledgeable, ATL+ social

Students used all these skills when meeting with the local community helpers (fire dept, cafeteria, nurse). They asked in depth questions and displayed increased understanding while in play centers after. Student displayed knowledge in class when using the map areas and creating communities with blocks and toys. We observed more developed social skills when students worked in both math and literacy centers. We have worked closely with our math and literacy coaches to help strengthen connections. With increased closely with our math and literacy coaches to help strengthen connections. With increased planning time we have been able to talk through many ideas and share ideas, being open to new ideas and trying new things will help continue to grow our class experiences  .

In the future it would be helpful to have better connections with essential arts teachers to help strengthen connections throughout the students day. We rotate and share ideas and materials. 

Student reflections
Ongoing reflection
Designing individual communities on the felt boards and on the community carpet map showed inquiry. Students were a part of setting up the classroom centers and learning engagements. Students had choice of where to explore and were supporting in sharing and blending materials to add on to centers. Students were highly engaged in the learning centers, they developed partnerships and shared and communicated with each other. Students worked on cooperation skills and built stronger relationships.

Kindergarten Unit 2

Planning

Transdisciplinary theme
How the world works
Transdisciplinary theme focus

Central idea
The design of structures is dependent on a variety of factors

Learner profile attributes
Risk-takers, Thinkers

Key concepts
Causation, Perspective, Connection

Related concepts
Concepts
• Causation: systems
• Perspective: innovation
• Connection: force

Lines of inquiry
• The impact of weather on the design of structures (systems, causation)
• The relationship between force and design (force, connection)

• The innovative ways to respond to a problem (innovation, function)

Approaches to learning
Thinking Skills
Thinking Skills
Thinking Skills (General)

Research Skills
Research Skills
Research Skills (General)
Teaching the ATL skills
Research Skills as students will analyze the connection between factors such as weather and the
design of structures. Thinking Skills as students will create solutions to problems.
SEL Journeys -Unit 3 - Relationship Skills

Learning goals and success criteria
Know-science
how forces change movements
Understand-science
how forces change movements
Do-science
participate in different experiments

• Plan and conduct an investigation
• compare the effects of different strengths or different directions of pushes and pulls on
• the motion of an object.
• design a plan for movement using a push or pull to change the speed or direction of an
• object
• implement plan
• analyze data to determine if a design worked
• Participates in experiments that are designed to solve the same problem
• Compares the strengths and weaknesses of how each performs.

Subject standards
Social Studies
Geography
Human-Environment Interaction: Places, Regions and Culture

• GEO K.4 - Explain how weather, climate, and other environmental characteristics affect people’s lives in places

or regions. (GEO K.4)

Geographic Representations and Spacial Views of the World

• GEO K.2 - Use maps, graphs, photographs and other representations to describe places and the relationships
• and interactions that shape them. (GEO K.2)
• GEO K.3 - Use maps, globes, and other simple geographic models to identify cultural and environmental
• characteristics of places. (GEO K.3)

Physical Education
Manipulative
Catching

• Catches a large ball tossed by a skilled thrower.

Underhand throw

• Throws underhand with the opposite foot forward.

Working with others
Interactions

• Shares equipment and space with others.

Accepting Feedback
Interactions

• Follows instruction and directions when prompted.

Personal Responsibility
Interactions

• Acknowledges responsibility for behavior when prompted.
• Follows directions in group settings (e.g., safe behaviors, following rules, taking turns).

Engages in Physical Activity
Interactions

• Participates actively in physical education class.

Movement concepts
Speed, direction, force

• Travels in general space with different speeds.

Space

• Differentiates between movement in personal (self-space) and general space.

Safety
Interactions

• Follows teacher directions for safe participation and proper use of equipment with minimal reminders

Science
Engineering Design
Developing and Using Models

• K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Asking Questions and Defining Problems

• K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Constructing Explanations and Designing Solutions

Analyzing and Interpreting Data

• K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Planning and Carrying Out Investigations
 

Earth and Human Activity
Asking Questions and Defining Problems

• K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

Earth's Systems
Analyzing and Interpreting Data

• K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.

Energy
Constructing Explanations and Designing Solutions

• K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

Planning and Carrying Out Investigations

• K-PS3-1 Make observations to determine the effect of sunlight on Earth's surface.

Motion and Stability: Forces and Interactions
Planning and Carrying Out Investigations

• K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

Analyzing and Interpreting Data

• K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

English
Reading: Literature
Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RL.K.9 - With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (CCSS.ELA-LITERACY.RL.K.9)

Craft and Structure

• CCSS.ELA-LITERACY.RL.K.5 - Recognize common types of texts (e.g., storybooks, poems). (CCSS.ELA-LITERACY.RL.K.5)

Reading: Informational Text
Craft and Structure

• CCSS.ELA-LITERACY.RI.K.6 - Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (CCSS.ELA-LITERACY.RI.K.6)

Key Ideas and Details

• CCSS.ELA-LITERACY.RI.K.1 - With prompting and support, ask and answer questions about key details in a text. (CCSS.ELA-LITERACY.RI.K.1)

Writing
Text Types and Purposes

• CCSS.ELA-LITERACY.W.K.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CCSS.ELA-LITERACY.W.K.3)

Prior learning
We will be talking with students and observing them during learning engagements to assess their prior knowledge, conceptual understandings and skills.

Connections: Transdisciplinary and past
Library- Students will understand how force and motion interact with the world around them through videos and literature. Students will explore the following on Discovery Education -The Remarkable Riderless Tricycle, We will read A Camping Spree with Mr. Magee. Students will illustrate their ideas of items that push and pull. Students will also explore problem-solving through their exploration of sequencing and fiction/non-fiction. PE- The students will understand how to use force when throwing a ball. Students will throw the object different distances which will determine how much force and which type of throw they need to use. This will also lead us into the start of a rolling/bowling unit where they will also need to determine how much force is needed to get the object to specific locations.

Teacher questions

• Why is____ moving?
• How can you change the way it moves?
• What was your plan to (change the speed, change the direction)?
• How did your plan work?
• What are the advantages/disadvantages of using _____?

Student questions
When watching the Rube Goldberg machines, student asked a lot of questions about how they made the different parts together. Implementing

Learning experience library
An inquiry into weight and design
Amy Rios
Provide students with a group of heavy objects and a group of light objects.

Allow them to free explore the objects (moving, building, fan blowing, etc.)
Encourage discussions about the material's weight (How do you think being heavy/strong helps what you are doing?, How do you think it helps to use lighter materials?)
Stations:

• Free explore/movement/push/pull - A station of heavy and light objects for students to move, push, pull, etc. (bricks, bag/box of books, foam blocks, balloons)
• Building station - A station of heavy and light objects for students to build with (blocks, popsicle sticks, straws)
• Fan station - Have a fan running and allow students to explore how weight impacts the movement with a fan (intro to wind) (blocks, books, feathers, balloon)

Music
Amy Rios
Students will sing songs ad play drums with guidance from the teacher. I will use the tenants from the common core of teaching to guide and differentiate for learning abilities. Students will also learn to self assess their performances.

Assessment -problem solving LoI 3
Amy Rios

• During experiments with pulleys, wheels, etc. students will try to accomplish the same task in two different ways.
• Students will then analyze strengths and weaknesses of how each works
• Evidence of success criteria will be through observation of students as they discuss the effect of force and motion on work.

UoI Experiment Pulling Boxes 2
Amy Rios
More ways to move boxes investigation
Use the same boxes as the Pulling Boxes investigation

• Brainstorm with students: What could we try that might make it easier to move the boxes? Record student ideas.
• Add wheels by using scooter boards and see the effect on movement . What happens when we use wheels and move the boxes?
• Add an inclined plane What happens when we use an inclined plane/ramp and move the boxes?
• Design other learning engagements based on student ideas when feasible draw/write about investigation in the inquiry journal

UoI Experiment Pushing Containers
Amy Rios
Students will be given three different objects of different weights with the goal . being to push them a specifically marked distance (you can place a marker for them or they can place their own). Students then must work to figure out how hard they have to push a light object, medium object, and heavy object to make it go the correct distance (they are sliding the objects more than pushing the objects).
Alternatively, students can be told to push the objects a far distance and notice how it gets harder to push heavier objects (they have to hold on to the object while pushing it).
At the conclusion students will go to their observation journals and write about what they noticed.
How will you create opportunities for differentiation?
Students can be challenged to answer how the floor changes how easy the object is to push or can be given a more simpler question in answering which was the easiest/hardest to push.

UoI - video Pushes and Pulls , Brain Pop Jr
Amy Rios
Students will watch the video as a part of the first line of inquiry as a way of gathering more information about the topic of forces.

Library-Exploring Pushes and Pulls in the World
Amy Rios
Students develop knowledge through the the following: view video Discovery Education -The Remarkable
Riderless Tricycle, IRA-Camping Spree with Mr. Magee.
Students illustrate their ideas of items that push and pull.
Students explore problem-solving through their exploration of sequencing and fiction/non-fiction.
 

Assessment- design LoI 2
Amy Rios
Observe students during learning engagements to collect evidence for feedback to feedforward and
level of achievement
Possible Tasks:
1.Ramp-change height
Students use the cradle device (Ryan has) to control the distance and speed of ball being hit
2. Students will go to the park and decide how they can control the direction and speed of a soccer ball being kicked.

UoI Experiment Parachutes and Gravity
Amy Rios
make parachutes out of plastic bags
In small groups, use them to catch the air and slow the motion of an object What do we notice about the movement?
Why do you think this is happening? What makes you think that?
Can also do Lift It experiment
Can read IRA Gravity afterwards to explain phenomena and develop vocabulary that gravity is a force that pulls things towards the ground
Can view Brainpop Nasa videos from ISS to demonstrate what happens when there is not gravity and develop vocabulary

UoI Experiment Pulling Boxes
Amy Rios
Task:

• Use boxes with rope attached.
• Change the amount of weight in the boxes.
• Students make predictions about the how difficult it will be to pull the boxes; can write prediction in the inquiry journal student investigate to see the effect more weight has on how difficult it is to pull the boxes.
• Record observations in inquiry journal

Differentiation: provide sentence stems for students orally and in writing to provide scaffolding in order to express ideas (I predict... ; I discovered ...)

UoI Experiment Lift it (gravity)
Amy Rios
In small groups, dangle two empty cups from rubber bands.

• Slowly add weight (marbles or rocks) to one of the cups.
• Observe what happens to the rubber band.
• Can also do parachute experiments
• Can read IRA Gravity afterwards to explain phenomena and develop vocabulary
• Can view Brainpop Nasa videos from ISS

Assessment-Force changing movement etc. LoI 1
Amy Rios
Task:
Students will participate in experiments such as marble rolls, ramps, friction with push and pulls, etc.
Tool: observation
Criteria:

• Students plan for a movement or direction
• Students refine their plan to achieve the desired result

UoI Experiment - blowing with straws
Amy Rios
Task:
Students can use straws and paper towel rolls to do this experiment.
Guiding questions:

• How can you move make something move?
• How can you make it move a little bit? What did you do to make that happen?
• How can you make it move a lot? What did you do to make that happen?
• How can you move the paper towel roll around an obstacle and into a marked space?
• Extension: How fast can you get it into the marked space? (use timer). What can you do to do it
• even faster?

How will you create opportunities for differentiation?
Students can work to simply move the object farther distances or get a challenge of making it do turns as well as move small distances.

UoI video Engineering and Design Process, Brain Pop Jr
Amy Rios
Students will watch the video prior to the third line of inquiry in anticipation of the projects they will
create using simple machines.
Connect to the RMMS design process graphic

UoI vid Making Observations, Brain Pop Jr
Amy Rios
Students will watch the video and discuss the ways they can make observations as scientists. At the conclusion of the lesson give them their own observation journals that they will use in experiments.
How will you create opportunities for differentiation?
Students can draw or write as they work.

UoI video Making and Testing Predictions, Brain Pop Jr
Amy Rios
Students will use the video below prior to working on their design experiments in which they experiment
on how to move objects with different tools.
At the conclusion, student write in their prediction/conclusion journals

Differentiation: Students can draw or write in their journals after

Provocation
Amy Rios
View the Boy Feed Dog Rube Goldberg machine

• What did you notice/see?
• What do you wonder?
• Playground observation

Sit on the playground and look for everything they can see that's moving and ask

• What is moving?
• How are they moving?
• What's making things move?
• What do you wonder about how things move?

UoI Experiment Balloon Rocket
Amy Rios
How can you move the rocket?

Library Pushes and Pulls in the World The Remarkable Riderless Tricycle
Amy Rios

Learning experiences
Provocation video
How do we move things with pushes?
How do we move things with pulls?
How can we change movement with gravity?
How can we change movement with friction?

Supporting student agency
use student interest to guide sequence of learning engagements
use student ideas to create or modify learning engagements

Resources
Weight exploration vocab
Making Observations - BrainPOP Jr.
Making and Testing Predictions - BrainPOP Jr.
Engineering and Design Process - BrainPOP Jr.
Pushes and Pulls - BrainPOP Jr.

Kindergarten Unit 3

Transdisciplinary theme
How we express ourselves
Transdisciplinary theme focus

• our appreciation of the aesthetic
• the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values

Central idea
Through play and social interactions we can learn how to communicate effectively.

Learner profile attributes
Communicators, Open-minded

Key concepts
Responsibility, Perspective, Function

Related concepts
Concepts
• Responsibility: collaboration
• Perspective: communication
• Function: Strategies

Lines of inquiry
• The different strategies for communicating effectively and how they work (strategies, function)
• The role collaborative experiences play in fostering communication (collaboration, responsibility)
• What is means to communicate effectively (communication, perspective)

Approaches to learning
Communication Skills
Communication Skills
Communication Skills (General)
Teaching the ATL skills
Communication Skills - as students will be focusing on the strategies for communicating effectively through social interaction.
SEL Journeys Unit 4 - Social Awareness

Learning goals and success criteria
How creativity can be expressed/interpreted
Success criteria

• explains at least two different ways that they show creativity

Different perspectives on beauty
Success criteria

• can explain that people how different perspectives about what beautiful

The ways people communicate to express creativity
Success criteria:

• explains how they show creativity in designing clothing for a climate
• explains how they show creativity in designing a home for a climate

Uses and shares observations of local weather conditions. Describes patterns of weather over time.
Task: Collect information about the weather locally and then notice weather globally. Use a
weather graph periodically (two weeks each month) to collect data.
Success criteria:

• Make accurate predictions about the weather with a simple explanation.

How weather in a specific climate effect people's lives (function)
Success criteria:

• Explains how the weather impacts type of clothing worn and why
• explains how the weather impacts the type of buildings

Subject standards
Music
Performing
Interpret

• MU:Pr4.3.Ka - With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent. (MU:Pr4.3.Ka)

Analyze

• MU:Pr4.2.Ka - With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance . ((MU:Pr4.2.Ka)

Rehearse, Evaluate, Refine

• MU:Pr5.1.Ka - With guidance, apply personal, teacher, and peer feedback to refine performances. (MU:Pr5.1.Ka)
• MU:Pr5.1.Kb - With guidance , use suggested strategies in rehearsal to improve the expressive qualities of music. (MU:Pr5.1.Kb)

Present

• MU:Pr6.1.Kb - Perform appropriately for the audience. (MU:Pr6.1.Kb)
• MU:Pr6.1.Ka - With guidance, perform music with expression. (MU:Pr6.1.Ka)

Select

• MU:Cr3.2.Ka - With guidance, demonstrate and state personal interest in varied musical selections. ((MU:Cr3.2.Ka)

Responding
Interpret

• MU:Re8.1.Ka - With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect creators’/performers’ expressive intent. (MU:Re8.1.Ka)

Social Studies
Geography
Human-Environment Interaction: Places, Regions and Culture

• GEO K.4 - Explain how weather, climate, and other environmental characteristics affect people’s lives in places or regions. (GEO K.4)

Geographic Representations and Spacial Views of the World

• GEO K.2 - Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them. (GEO K.2)
• GEO K.1 - Construct maps, graphs and other representations of familiar places. (GEO K.1)
• GEO K.3 - Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places. (GEO K.3)

Library Media

I. INQUIRE
A. THINK

• 2. Recalling prior and background knowledge as context for new meaning. (I.A.2)

C. SHARE

• 1. Interacting with content presented by others. (I.C.1)

D. GROW

• 1. Continually seeking knowledge. (I.D.1)
• 3. Enacting new understanding through real-world connections. (I.D.3)

II. INCLUDE
D. GROW

• 2. Demonstrating interest in other perspectives during learning activities. (II.D.2)
• 3. Reflecting on their own place within the global learning community. (II.D.3)

III. COLLABORATE
A. THINK

• 3. Deciding to solve problems informed by group interaction. (III.A.3)

C. SHARE

• 2. Involving diverse perspectives in their own inquiry processes. (III.C.2)

D. GROW

• 1. Actively contributing to group discussions. (III.D.1)
• 2. Recognizing learning as a social responsibility. (III.D.2)

V. EXPLORE
D. GROW

• 3. Open-mindedly accepting feedback for positive and constructive growth. (V.D.3)

VI. ENGAGE
D. GROW

• 1. Personalizing their use of information and information technologies. (VI.D.1)

English
Reading: Literature
Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RL.K.7 - With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). (CCSS.ELA-LITERACY.RL.K.7)

Reading: Informational Text
Craft and Structure

• CCSS.ELA-LITERACY.RI.K.4 - With prompting and support, ask and answer questions about unknown words in a text. (CCSS.ELA-LITERACY.RI.K.4)

Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RI.K.8 - With prompting and support, identify the reasons an author gives to support points in a text. (CCSS.ELA-LITERACY.RI.K.8)
• CCSS.ELA-LITERACY.RI.K.7 - With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (CCSS.ELA-LITERACY.RI.K.7)
• CCSS.ELA-LITERACY.RI.K.9 - With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (CCSS.ELA-LITERACY.RI.K.9)

Key Ideas and Details

• CCSS.ELA-LITERACY.RI.K.2 - With prompting and support, identify the main topic and retell key details of a text. (CCSS.ELA-LITERACY.RI.K.2)
• CCSS.ELA-LITERACY.RI.K.1 - With prompting and support, ask and answer questions about key details in a text. (CCSS.ELA-LITERACY.RI.K.1)
• CCSS.ELA-LITERACY.RI.K.3 - With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS.ELA-LITERACY.RI.K.3)

Writing
Text Types and Purposes

• CCSS.ELA-LITERACY.W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (CCSS.ELA-LITERACY.W.K.2)

Connections: Transdisciplinary and past
PE- Students will be practicing circus skills. They will explore different juggling patterns as a way to demonstrate their creativity.

Teacher questions
How does weather effect us?
How does weather effect design? (function)
How do people design for weather and climate? (function)
How do people express themselves in different ways through clothing? architecture?
(perspective)
How do different cultures express beauty through clothing and architecture? (perspective)
How are these clothing and architecture designs connected to the climate? (connection)

Differentiation: Sentence frames and structures to support question response
I notice the building has ____________. I think it has this because __________.
I see this person is wearing ___________. I think they are wearing that because

Implementing

Learning experience library
Studying biomes
Amy Rios
Explore the following

Tropical, desert, temperate, tundra (cold), savannah,
null
Amy Rios

Design challenge-protection from the sun
Amy Rios

LA.U10.RML1 Some nonfiction books have illustrations and some have photographs.
Amy Rios
Literary Analysis:
U10 Learning Information from Illustrations/Graphics
LA.U10.RML1 Some nonfiction books have illustrations and some have photographs.
Music
Amy Rios
During the first section of each music class students are given a guiding question and then asked to perform their answer using a specific melodic pattern that the class is practicing. I will use the tenants of the Common Core of Teaching to differentiate for individual abilities. Students will be observed and progress monitored over the entire year.
ART: House sculpture
Amy Rios
Implementation:
Students will begin by choosing a paint color. They will paint a paper bag with their chosen paint color. This will become a 3d representation of a house. Students will collaboratively brain storm a list of details to add to their house sculpture. Students will watch a teacher demonstration of how to add details to their house by adding cut paper windows and doors and using found objects (sequins, buttons, ect.) to create details.
Students can discuss their house designs with peers.
null
Amy Rios

If I Built a School
Amy Rios

Interactive Read Alouds
Amy Rios
Essential Question: How does color help you understand your world?
Provocations (observation and inquiring)
Amy Rios
Teacher comes in dressed inappropriately for the weather. Take notice of students’ comments and
notices.

Open sort: Weather, clothing, building photos Notice how students are sorting. Is it by climate?
To understand student thinking, ask students about why they sorted the way they did. Ask why an item
couldn't be in a different group.
Math-Patterns
Amy Rios
Math-pattern:
identification of patterns in architecture
Small pictures of buildings around the world to use in the block area -listed as a separate learning engagement

Weather-Morning Meeting ideas
Amy Rios
Morning meeting greeting-Hello, Neighbor greeting-it's going to be a weather word day

morning message-
Building a House

Amy Rios
A Book of Bridges: Here to There and Me to You
Amy Rios

This is the House that Jack Built
Amy Rios

Designing for a climate-evaluative task
Amy Rios | Checklist
Students select a climate photo (tropical, subtropical/desert, temperate, cold)
They design an outfit and a building for function and beauty using a variety of classroom materials.
Students share their designs with others and explain the following:

• What is the weather in this place? '
• How does your outfit function in this climate?
• How did you use your creativity to make your outfit beautiful?
• How does your building function in this climate?
• How did you use your creativity to make your building beautiful?

Designing buildings
Amy Rios
Famous Buildings
using famous building photo cards, construct the building using different contstruction materials such as
wooden blocks, legos, etc
Brain Pop Jr. Temperature
Amy Rios

Local Weather Investigation (developing ideas)
Amy Rios

• How do know about our weather?
• Use weather channel or weather apps/newspaper, explore different ways people get weather forecasts (Including severe weather)
• See how the weather prediction compares to the actual weather correct (print out a weekly forecast on Monday, compare over the course of the week to the actual weather)
• How is our local weather different during each seasons? investigate local weather during different seasons-?picture sort? research weather in books and each group shares research

Local Architecture and Weather
Amy Rios
Powerpoint to observe architectural styles of homes
discuss observations about the different homes (windows, doors, roof style)
discussion: What makes this home beautiful to you?
walking field trip: architecture walk around the neighborhood to observe different styles of homes,
Students complete architectural survey form
shape hunt: students look for/identify different shapes on homes
discussion: What makes this home beautiful to you?

If You Lived Here Houses of the World
Amy Rios

Pebble Go: People and the Environment
Amy Rios

Global Perspectives on beauty and function
Amy Rios
Photo splash: Learn about homes around the world- discuss how homes keep people protected
from local weather conditions
Discuss what people do to make their homes beautiful
inquire into the 4 climate types (tropical, subtropical/desert, temperate, cold)
severe weather (hurricane, heat wave, thunderstorm,blizzard) andresearch how people prepare
for severe weather
view and discuss clothing and building types in each climate
compare and contrast across climates
Continue homes around the world (My Painted House, My Friendly Chicken, and Me) and how the
home functions to protect people from the weather conditions and local climates.

? Math-measurement
Amy Rios

Regional Multicultural Magnet School School code: 000000

Page 9 / 9

Math-measurement: longer/shorter when looking at homes
Local Weather Report
Amy Rios
Students will look at a 10 day forecast, and every day they will check to see if the weather report was
correct.
OPTIONAL: Students can fill out a weather journal each day and say what the weather is and what
clothes they are wearing.
OPTIONAL: Students also make their own 10 day prediction before seeing the weatherman's and talk
about why he was more accurate than them.
Look at That Building- A Book of Structures (Exploring Our Community)
Amy Rios

Resources
House Style presentation.pptx
Visual survey form
HouseK9
House K2
House K1
Housek4
HousesK6
Houses K7
GK HWEO Noticing the Way the World Looks- Colors
K HWEO Text Set The Place You Call Home
K HWEO Exploring Nonfiction
K HWEO IRA text set Having Fun with Language
K HWEO Text Set Lois Ehlert Bringing Color and Texture to Life
K HWEO IRA Text Set Exploring Fiction and Nonfiction
DailyWeatherJournalforPrimaryGrades
WeatherPredictionandActualChart
5-Day Weather Forecast for Old Lyme, CT - The Weather Channel | Weather.com
Temperature - BrainPOP Jr.

Kindergarten Unit 5

Planning

Transdisciplinary theme
Sharing the planet
Transdisciplinary theme focus

• rights and responsibilities in the struggle to share finite resources with other people and with other living things

Central idea
Interdependence can affect change in living things

Learner profile attributes
Reflective, Balanced

Key concepts
Causation, Connection, Change

Related concepts
Concepts
• Causation: Survival
• Connection: interdependence
• Change: interaction

Lines of inquiry
• What plants and animals need to survive (survival, causation)
• The interdependence of living things (interdependence, connection)
• The ways living things can change the environment (interaction, change)

Approaches to learning
Thinking Skills
Thinking Skills
Thinking Skills (General)
Teaching the ATL skills
Thinking skills as students will draw reasonable conclusions and connections.
Journeys SEL -Unit 5 - Responsible Decision Making

Learning goals and success criteria
plants have parts that help the plant to survive and grow, plants get the water, sun and soil from the environment to help them survive and grow,
living things can depend on plants for survival

Subject standards

English
Reading: Literature
Key Ideas and Details

• CCSS.ELA-LITERACY.RL.K.3 - With prompting and support, identify characters, settings, and major events in a story. (CCSS.ELA-LITERACY.RL.K.3)

Craft and Structure

• CCSS.ELA-LITERACY.RL.K.4 - Ask and answer questions about unknown words in a text. (CCSS.ELA-LITERACY.RL.K.4)

Reading: Informational Text
Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RI.K.7 - With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (CCSS.ELA-LITERACY.RI.K.7)
• CCSS.ELA-LITERACY.RI.K.9 - With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (CCSS.ELA-LITERACY.RI.K.9)

Key Ideas and Details
CCSS.ELA-LITERACY.RI.K.3 - With prompting and support, describe the connection between two individuals,
events, ideas, or pieces of information in a text. (CCSS.ELA-LITERACY.RI.K.3)
Writing
Production and Distribution of Writing

• CCSS.ELA-LITERACY.W.K.6 - With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS.ELA-LITERACY.W.K.6)
• CCSS.ELA-LITERACY.W.K.5 - With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (CCSS.ELA-LITERACY.W.K.5)

Text Types and Purposes

• CCSS.ELA-LITERACY.W.K.1 - Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). (CCSS.ELA LITERACY.W.K.1)

Science
Earth and Human Activity
Developing and Using Models

• K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

Obtaining, Evaluating, and Communicating Information

• K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Earth's Systems
Engaging in Argument from Evidence

• K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

From Molecules to Organisms: Structures and Processes
Analyzing and Interpreting Data

• K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.

Energy
Constructing Explanations and Designing Solutions

• K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

Planning and Carrying Out Investigations

• K-PS3-1 Make observations to determine the effect of sunlight on Earth's surface.

Connections: Transdisciplinary and past
Library- Students will read books about how living things rely on one another for their needs.
Students will create books and graphic organizers to show how we rely on things for our needs.

Unit 6 Survival of Plants and Animals STP

Planning

Transdisciplinary theme
Who we are
Transdisciplinary theme focus

• rights and responsibilities
• human relationships including families, friends, communities, and cultures

Central idea
The choices and roles of individuals can have an effect on a community

Learner profile attributes
Principled, Reflective

Key concepts
Responsibility, Function, Connection

Related concepts
Concepts
• Responsibility: choice
• Function: roles
• Connection: Cooperation

Lines of inquiry
• The responsibilities individuals have in a community (roles, function)
• The ways individuals can play and work together effectively (cooperation, connection)
• How decision-making can influence a community (choice, responsibility)

Approaches to learning
Social Skills
Social Skills
Social Skills (General)
Teaching the ATL skills
Social skills as students will reflect on their actions and their impacts as well as learn strategies for collaborating and working together cooperatively.
Self-Awareness SEL Journeys

Subject standards
 

Social Studies

Civics
Participation and Deliberation

• CIV1.4 - Apply civic virtues when participating in school settings. (CIV1.4)
• CIV1.5 - Follow agreed upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group. (CIV1.5)

Processes, Rules and Laws

• CIV1.7 - Explain how people can work together to make decisions in the classroom. (CIV1.7)
• CIV1.8 - Identify and explain how rules function in public (CIV1.8)
• CIV1.6 - Explain the need for and purposes of rules in various settings inside and outside of school. (CIV1.6)

Civic and Political Institutions

• CIV1.1 - Describe roles and responsibilities of people in authority (local/state/national e.g., judge, mayor, governor, police). (CIV1.1)
• CIV1.3 - Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority. (CIV1.3)
• CIV1.2 - Explain how all people, not just official leaders, play an important role in a community (CIV1.2)

Physical Education

Working with others
Interactions

• Works independently with others in a variety of class environments (e.g., small and large groups).

Accepting Feedback

Interactions

• Responds appropriately to general feedback from the teacher

Personal Responsibility
Interactions

• Accepts personal responsibility by using equipment and space appropriately.
• Follows the rules and parameters of the learning environment.

Movement concepts
Pathways, shapes, levels

• Travels demonstrating low, middle and high levels.

Speed, direction, force

• Differentiates between strong and light force.
• Differentiates between fast and slow speeds.

English
Reading: Literature
Key Ideas and Details

• CCSS.ELA-LITERACY.RL.1.1 - Ask and answer questions about key details in a text. (CCSS.ELA-LITERACY.RL.1.1)

Writing
Research to Build and Present Knowledge

• CCSS.ELA-LITERACY.W.1.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CCSS.ELA-LITERACY.W.1.8)

Library Media
I. INQUIRE
A. THINK

• 2. Recalling prior and background knowledge as context for new meaning. (I.A.2)

D. GROW

• 1. Continually seeking knowledge. (I.D.1)

II. INCLUDE
B. CREATE

• 1. Interacting with learners who reflect a range of perspectives. (II.B.1)

D. GROW

• 2. Demonstrating interest in other perspectives during learning activities. (II.D.2)

III. COLLABORATE
D. GROW

• 1. Actively contributing to group discussions. (III.D.1)

Connections: Transdisciplinary and past
Art

• How I treat materials in art class impacts others.
• My actions during art class impact others.
• Sharing ideas and collaborating increases our creativity.
• I can share materials with others.

Library Media
What are the library rules, policies, and procedures? What are important terms used in libraries? Explain the role of the author, illustrator, and publisher in creating a book. What are the story genres – Fiction & Nonfiction?
Information Literacy: Introduction to library resources

• Students will gain understanding of how to care for our library materials so others can enjoy it as well
• Understand basic concept of books
• Library system: checkout = borrow, return = bring back, renew = use again
• Difference between fiction and non-fiction
• How to make appropriate and safe choices during “preferred choice time”

Lifelong reading: How to listen to and enjoy books individually and in group setting

• Reading is for fun and learning
• The library has a wide selection of books for all levels
• The words and illustrations are important to understand the story
• We listen to and respond to literature in a group setting
• We retell key components of a story
• Story elements: characters, setting, problem, solution
• Understand non-fiction text can help pursue personal interests

Books
Isabela brings her colores to school
Sour grapes by Jory John
A spot of belonging
Cleversticks by Bernard Ashley
Only of of you by Linda Kranz
Giraffes can't dance by Giles Andreae
Be kind by Pat Zietlow
Physical Education:
The students will learn the physical education rules, routines and expectations. They will learn how to use the equipment appropriately and how to share with others. Students will play cooperative games during this unit to practice working together effectively.

Implementing

Learning experience library
Week One: Make cubby name tags
Toddle Support
When kids arrive on the first day of school, they can create their own name tag for their cubby.

Teach/Review Signals
Toddle Support
chime, clap, flat tire, 123 eyes on me
Student Shares
Toddle Support
Teacher notes
No toys- can be something you made, did, looking forward to
idea: shares related to IB learner profiles
IRA (2-5) - Living and Working Together: Community
Toddle Support
What makes a community?
Be My Neighbor (4)
A Bus Called Heaven (0)
Blackout (2)
The Night Worker (0)
Mama Panya's Pancakes: A Village Tale from Kenya (0)
explore the school
Toddle Support
Hallways, bathrooms, nurse, specials, Ms. Andrea, cafe, front desk, playground, partner teacher
Question of the day- morning meeting
Toddle Support
Idea- ask a yes/no (or something else but NOT open ended) question for students to quickly answer
before morning meeting.

Example-
do you like hot chocolate? Is 5+5=10? etc

hopes & dreams
Toddle Support
Suggestion to have two goals- one learning goal and one life goal
suggestion to give them end of year goals to choose from- ex. This year you will learn how to count to
120, how to add/subtract, how to write stories, etc.
Guided Discoveries- manipulatives
Toddle Support
crayons, markers, pencils, glue, scissors (cutting practice)
math manipulatives- cubes, links, chips
Class jobs/helper of the day
Toddle Support
Teacher notes
introduce helper of the day/facilitator
co-teacher of the day

IRA (2-5) - The Importance of Friendship
Toddle Support
What does it mean to be a good friend?
The Magic Rabbit (3)
Chester's Way (0)
Wallace's Lists (2)
Leon and Bob (1)
Mr. George Baker (1)
IRA (5) - Learning and Working Together: School
Toddle Support
What makes a school feel like a community?
First Day Jitters (2)
Elizabeti's School (5)
David's Drawings (2)
Jamaica's Blue Marker (3)
Fine, Fine School, A (3)
To Do List: Self Management Skills Challenge
Toddle Support
We can get very busy doing all sorts of activities. Family, school, sports, activities, friends and our
community all create things to do. Sometimes making a list helps us manage our time and focus on
getting things done.

Think about what needs to be done today.

What work for school do you need to do? Are their jobs to do around your house? Do you have an activity the plan, practice or participate in?

Create a list of 5 things you really want to be sure to do today. Here are some ideas of things to do if you are looking for inspiration;

• Brush teeth
  • Hop to it: After breakfast, hop or skip to the bathroom to brush your teeth.
• Put away clean clothes
  • Sock toss: While putting away your laundry, throw a rolled-up sock into the air in front of you and catch it with your non-dominant hand. When this becomes easy, try to do it while moving around.
• Go for a walk
  • Step on the crack: During a walk, develop balance skills by walking along cracks in the sidewalk as if you are on a tightrope.
• Help with the shopping
  • Be a stork: If you’re waiting in line, balance on one foot. Don’t forget to change feet. When this gets easy, increase the difficulty by raising your hands above your head while balancing.
• Put away the groceries
  • Do the can-can: While helping to put away groceries, balance cans on the palms of your hands.
• Bedtime routine
  • Backward brush: Before bed, see if you can brush your teeth with their non- dominant hand. Make sure you re-brush with your dominant hand to avoid a disappointed dentist.
• Put your dirty clothes in the wash
  • Laundry shoot: throw your dirty clothes into the laundry basket by shooting them in from a couple of feet away. As your accuracy improves, increase the distance.
• Clean your room
  • Tidy your room. If you use something, put it away when you have finished.
• Have dinner as a family
  • Sit with your family for dinner. Be present by asking questions to your family members
• Eat more vegetables
  • When you are looking for a snack, choose a vegetable
• Read a book
  • If you are feel bored or looking for an activity, read a book for fun
• Feed your pet
  • Try doing before someone asks you
• Set the table
  • Notice when dinner is almost ready and do it ahead of time
• Wash the dishes/ stack, unstack the dishwasher
  • Help tidy up after dinner
• Be kind to everyone in your family
  • Not always easy but choose kind
• Express emotions appropriately
  • Even if you are angry or frustrated, how can you express your emotions appropriately? What strategies do you know to help?
• Finish school work
  • What needs to be done that is not already complete? Is there something that could be done with greater detail?
• Go about your day with your five things in mind. Tick off each item as you get them done.
• Share how your day went on Toddle. Sometimes we don't get all our to do list items done in a day. Tell us how you went and what you hope to do tomorrow.

Teacher notes
This learning Experience expands on the challenge first published by Parita in the Learning

Library:https://www.toddleapp.com/learning-library/2020/04/04/build-ib-approaches-to-learning-at-
home-a-collection-of-diverse-challenges-across-skills/

The Approaches to Learning challenges are designed as short engagements to develop students' skill
capabilities. They have not been tailored for particular units of inquiry although you may modify the
instructions to suit a unit.
The ideas included in the student instructions were inspired by the following resources:
https://blog.teamsnap.com/how-to/10-simple-activities-to-add-to-any-kids-daily-routine
https://redtri.com/things-to-do-with-kids-everyday/slide/1
You may decide to share these resources with parents. They have not been added as resources in the
student view.
Student Shares
Toddle Support
Ideas: instead of a weekly share, have the helper of the day share.
summer shares- families send in a picture of the child from the summer. Student shares about what happened, etc. **aligns to mini lessons about listening to the speaker**
Get to know you songs
Toddle Support
Carpet songs for getting to know kids names
Essential Agreements
Toddle Support
IRA (2-5) - The Importance of Kindness
Toddle Support
Why is it important to be kind to others?
Jamaica Tag-Along (2)
Wilfrid Gordon McDonald Partridge (1)
Mice and Beans (0)
Now One Foot, Now The Other (2)
Pet Show! (1)
Hopes & Dreams
Toddle Support

Expectations
Toddle Support
carpet, reading, math, line up, cafe, etc
IRA UOI Text Set
Toddle Support
UoI Texts: Frederick, Matthew and Tilly, And Two Boys Booed, Friendship, Herman the Helper, Patience,
Cooperation, Sharing, Respect, Fairness, Pride, Legend of Rock Paper Scissors, Giraffes Can’t Dance,
Marisol McDonald and the Clash Bash or Doesn’t Match, Enemy Pie All Families are Special, Dos
Sorpresas Para Humberto, Tomas el elefante, Jabari Tries, Families in Many Cultures
All About Me
Toddle Support

Teacher notes
Students & Teachers (& paras)
idea: map of connecticut. Pin towns on map and link to school in NL
Weekend News
Toddle Support
Teacher notes
gives students the opportunity to share about their weekend and gives teachers the opportunity to
respond
Brain Bins
Toddle Support
Teacher notes
We are hoping to provide students with unstructured play time in the beginning of the day to foster
social/emotional growth. Students will be empowered to make choice, problem solve and communicate
with one another.
Teachers will be able to observe and provide small group/individual conferencing as needed.
Possible materials: cubes, links, blocks, cups, sensory bin,

Learning experiences
Pairing students or in small groups exploring the classroom and materials.

Supporting student agency
What can I do now list: choices of what to. do when "finished" with brain work.

Resources
Critical Thinking Brain Bins Promote Creativity and Essential Skills

Reflecting

Teacher reflections
Ongoing reflection
Debra Ann Guinan-Morizio 9:50 am, 26th Oct 2023
Essential Agreements, Morning meetings, classroom jobs, play at centers-math games,
morning bins, guided discovery of materials. How choices impact our classroom. Class
meetings, Tattle versus toddles- Tuesday appreciation. Turn taking, modeling. Principled
and reflective. Reflective-check in with learning, thumb talk. Principled- talking about
ourselves first and our learning. Walk in the hallway quietly, transitions, following signal. Social
skills- talking to each other, I message. Teacher model language-especially for specific

Student reflections
Ongoing reflection
children. Social conferences-guided by teacher. Stating why they are sorry. Stating it's not
ok and don't do it again. All day reinforcement, SEL, read-alouds, whole group conversations,
guided discovery. EA is doing the same things, ex: getting them to be principled, following
classroom routines. PE: feedback, working with others. Library: discussions.

Debra Ann Guinan-Morizio 9:53 am, 26th Oct 2023
Work together and having patience with each other. Sharing supplies, taking turns.
Supports the beginning of school and developing classroom.

Unit 1 Choices and Roles in a Community WWA

Planning

Transdisciplinary theme
Where we are in place and time
Transdisciplinary theme focus
orientation in place and time
personal histories

Central idea
The way we live today can be understood by learning about the past.

Learner profile attributes
Risk-takers, Knowledgeable

Key concepts
Perspective, Function, Change

Related concepts
Concepts
• Perspective: reflection
• Function: inquiry
• Change: history

Lines of inquiry
• Understanding the perspectives of people in the past and in the present (reflection,
perspective)
• The examination/comparison of the past and present (history, change)
• How to use historical sources to learn about the past (inquiry, function)

Approaches to learning
Research Skills
Research Skills
Information-literacy skills (formulating and planning, data gathering and recording, synthesizing
and interpreting, evaluating and communicating)
Media-literacy skills (interacting with media to use and create ideas and information)
Teaching the ATL skills
Research skills as students will inquire deeply into life in the past versus life in the present.
Self Management Skills SEL Journeys

Learning goals and success criteria
Success criteria/evidence:
?Atleast five details describing the new school
?evidenceofapplicationof ideas from schools studied in new school (ex.class size, transportation,
lunch,activities)
?explanationof choices to include appropriate reasons why those elements were necessary or
beneficial for students.
?
Social Studies-Know
life in the past to life in the present
Life in other parts of the world
-perspectives of people in the past to those in the present/other places. kinds of historical and cultural sources: photos, interview-first person accounts , informational books
-how source reflects a historical event or development or place in the world
Use of historical and cultural sources
maker, date, and place of origin for a historical source from information within the source itself.
possible reasons for an event or development in the past or another culture: climate, population
density, availability of technology
Social Studies: Do
Generate questions
Identify different kinds of historical sources.
Identify the maker, date, and place of origin for a historical source from information within the source itself.
Compare (life in the past to life in the present)
Compare perspectives (of people in the past to those in the present).
Explain (how historical sources can be used to study the past.)
Generate possible reasons (for an event or development in the past)

Subject standards
Social Studies
History
Perspectives

• HIST 1.3 - Compare perspectives of people in the past to those in the present. (HIST 1.3)

Historical Sources and Evidence

• HIST 1.6 - Identify the maker, date, and place of origin for a historical source from information within the source itself (HIST 1.6)
• HIST 1.7 - Generate questions about a particular historical source as it relates to a particular historical event or development. (HIST 1.7)
• HIST 1.4 - Identify different kinds of historical sources. (HIST 1.4)
• HIST 1.5 - Explain how historical sources can be used to study the past. (HIST 1.5)

Change, Continuity and Context

• HIST 1.1 - Compare life in the past to life in the present. (HIST 1.1)
• HIST 1.2 - Generate questions about individuals and groups who have shaped a significant historical change. (HIST 1.2)

Causation and Argumentation

• HIST 1.8 - Generate possible reasons for an event or development in the past. (HIST 1.8)

English
Reading: Literature
Key Ideas and Details

• CCSS.ELA-LITERACY.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson. (CCSS.ELA-LITERACY.RL.1.2)

Craft and Structure

• CCSS.ELA-LITERACY.RL.1.5 - Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (CCSS.ELA-LITERACY.RL.1.5)

Reading: Informational Text
Key Ideas and Details

• CCSS.ELA-LITERACY.RI.1.1 - Ask and answer questions about key details in a text. (CCSS.ELA-LITERACY.RI.1.1)

Writing
Text Types and Purposes
CCSS.ELA-LITERACY.W.1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (CCSS.ELA-LITERACY.W.1.3)

Connections: Transdisciplinary and past
Lib: Students will learn about differences in schools around the world which can help students understand how we live. Students will be exposed to a variety of literature- Adventures to School: Real-Life Journeys of Students from Around the World- By Miranda Paul, Off to Class:

Incredible and Unusual Schools Around the World- By Susan Hughes, A School Like Mine- By-
Zahavit Shalev, This Is How We Do It: One Day in the Lives of Seven Kids from around the World- By- Matt Lamothe. Students will reflect and make connections to our school and schools around the world- past and present.

Implementing

Learning experience library
Identify - Decide on class question
Amy Rios
Brainstorm questions from Explore. Then decide on a class question.
Possibilities:
-Transportation (cars, trains, etc)
-Schools
-Occupations (whaling)
-Toys, Dolls
-Buildings
IRA UOI Text Set
Amy Rios
Teacher notes
UoI IRA Content Books:Global: Armando and the Blue Tarp School, Back to School, Beatrice’s Goat, Going to School, Rain School, Same, Same but Different, School Days Around the World-Chambers , School Days Around the World-Ruurs, School Like Mine, This Is How We Do It, Way to School, This is the way we go to school-?big book Historical: More than Anything Else, Story of Ruby Bridges, Ruby’s Wish, Ruby Bridges Goes to School
Epic! series - 100 years ago
Amy Rios

Explore- Tractor Visit
Amy Rios
Taylor's husband will bring an antique tractor to allow kids to see old tractors in real life. before the visit- read the book "What does it do? Tractor" on Epic. Kids will see modern day tractors. Link: https://www.getepic.com/app/read/12003

Andrew will bring the 1948 Farmall Cub. It runs and kids will be able to see the moving parts-
Teacher notes

It was really helpful to show kids the epic book right before going out to the presentation. I also used
these two links to show kids newer modern day machines. The kids made great comparisons between
older and newer machines.

https://www.tractorhouse.com/listing/for-sale/217140343/2001-john-deere-db40-planters-planting-
equipment

https://www.fastline.com/farm-equipment/listing-detail/2018-john-deere-9520r-ahw-llc-[...]n-melvin-
illinois/347ba439-76d9-4631-897a-546a0a8fbcd7?agv=1

Gather/Create - Utilities/Electricity
Amy Rios
- Researched books on Epic! re: games/toys, phones, electricity/power/utilities, generated questions as a
class
-Researched pictures in history books of local area, generated questions as a class
-Voted as a class on one area to focus on/continue research (utilities/electricity):
-How did they build houses? (by hand, with logs)
-How did they sleep without a nightlight/what did they use for light? (candles, gas/oil lamps -- connected to whaling history of local area)
-How did they play games/what did they do without phones?
-Made a plaque w. name, birthday, symbol to reflect
IRA (4) - Kevin Henkes: Exploring Characters
Amy Rios
How does an author or illustrator make decisions to interest readers?
Chrysanthemum (3)
Julius the Baby of the World (4)
Lilly's Big Day (2)
Sheila Rae, the Brave (2)
IRA (2-5) - Using Numbers: Books with Counting
Amy Rios
Why are numbers and counting important?
Over on a Mountain: Somewhere in the World (1)
Moja Means One: Swahili Counting Book (2)
Handa's Hen (2)
One Leaf Rides the Wind (0)
Jake's 100th Day of School (0)
Gather/ Create- Food
Amy Rios
Students wanted to know how people used to cook without technology, what people use to eat around the world( eat with their hands, chopsticks, forks, bread, tortillas, etc.) and foods around the world. We watched a video about how people used to make popcorn back in the day and then we compared it to making popcorn in the microwave. We compare time, convenience and materials needed. They loved
this introduction because they got to eat the popcorn. At the end I created 3 groups for each topic and they looked at books, videos on Epic and created a big visual board and presented it to the whole class. Each student had to have a turn presenting (risk taker)
IRA (0-4) - Sharing Cultures Folktales
Amy Rios
Why are folktales important to people?
Mrs. Chicken and the Hungry Crocodile (1)
The Tale of Rabbit and Coyote (1)
The Princess and the Pea (1)
Once a Mouse... (1)

Create - Ideas for Create
Amy Rios
-Group illustration to show past and present
-Skit
-News show from the past (could video) Did you know?
-Make their own plaque (name, birthdate, symbol), create a time capsule to be opened in 100 years to
tell about the present.
-
Gather/Create Model T Cars
Amy Rios
Students studied Model T cars from 1900's. They watched videos, read books and found internet resources describing the model T cars. Students compared cars of today to the cars of the past. How the
cars were made, how fast they went, how it was built, why cars were mass produced, who could buy the
cars, etc. The final project was drawing a car and labeling all of its features and creating a car with craft
materials. Students partnered shared and brought creations home to share with families.
Gather/Create - toys and games
Amy Rios
We focused on toys and games. We used EPIC books about the past and did family interviews about what
some oldest families members did for fun when they were younger.
The students were interested in games with rocks, hoops, and dolls.
IRA (5-6) - Exploring Fiction and Nonfiction
Amy Rios
What is the writer's reason for writing?
Too Many Pears! (2)
Milk: From Cow to Carton (2)
Ice Bear: In the Steps of the Polar Bear (3)
The Last Polar Bear (0)
On the Go (2)
Going Places (3)
Off To Class: Incredible and Unusual Schools Around the World
Amy Rios

Create-Time Capsule
Amy Rios
After exploring schools of the past, the students will brainstorm artifacts from their classroom/school to
lock up in a time capsule for students to open in the future.
How will you create opportunities for differentiation?
pair/shares to share/ generate ideas before the group share
Gather - Interview a family member
Amy Rios
Students interview family member(s) about the class inquiry question about the life in the past.
Global-Lunches

Regional Multicultural Magnet School School code: 000000

Page 7 / 10

Amy Rios
World-Survey of PYP students
Amy Rios
Explain that there are PYP schools all over the world and that we can ask questions and learn about their
schools
Generate a list of questions for a google form
Put survey on Facebook-PYP Online Collaboration and/or PYP Coordinators
Analyze responses-locate country and continent, other questions
Gather - Pebble Go
Amy Rios
Pebble Go
Social Studies - Transportation - Each mode of transportation has a tab about the history.
(also in Spanish)
Immerse - Walking Field Trips
Amy Rios
Explore our area of NL past (through photographs) and present (through walking field trips).
Walking field trip options (can do more than one). Compare photos to present times. Encourage students
to look at more than just the buildings in both the photos and present time, including transportation,
activities, clothing. Teacher can take photos of present day while on field trip to compare in class later.
Walk down Granite street all the way and hunt for whale plaques. Have students look at what the
buildings are used for now and explain that they were homes in the past.
Information on the plaque includes the name of the original owner of the house and the
date the house was built.
Walk down Prospect.
Williams Memorial Park - look at the church and buildings compared to photographs.
The Garde and the Library. (Via Huntington - Whale Oil Row) to compare photos to present.
Williams Memorial Institute (current Courthouse on Broad St. )

Gather - Epic (Past and Present)
Amy Rios
Epic - Search "past and present"
Provocation-Global Schools
Amy Rios
brainstorm categories of information that we could learn about schools in different parts of the world
suggestions: writing instruments, furniture, lunches, books/stories, methods of travel, culture,
clothing/uniforms, lunch, classroom appearance
Adventures to School: Real-Life Journeys of Students from Around the World
Amy Rios

Explore-Interview an Older Adult

Regional Multicultural Magnet School School code: 000000

Page 8 / 10

Amy Rios
For homework interview a family member (preferably a grandparent) to learn about what life was like
when they were a child. Write down a few similarities and differences to share out in class.
Have students brainstorm questions for the interview.
Global-Research
Amy Rios
Students work in small groups (in reading groups?) to "research" countries.
Graphic organizer of the place researched- maybe focus on school categories (transportation to get to
school, buildings, materials)
Open-Provocation Photos of the Past
Amy Rios
Start by showing a picture of RMMS 100 years ago.
Ask what they notice. How do they know it's an "old picture"?
Walk around the outside/inside of the building.
Have students notice what is the same and different.
Think about who attended school in this building compared to who attends it now.
What do you notice/wonder?
Explore - Transportation
Amy Rios
Pebble Go Transportation
NL Books
Past: Jerry Theiler, Waterford Historical Society
Amy Rios
Student generated questions
Interview Jerry Theiler, Waterford Historical Society
Write/draw about new learning-possible thinking routine I used to think... and now I know..
Add new information to chart
Gather -- Schools around the world
Amy Rios

Resources
Instantly access over 40,000 of the best books & videos for kids on Epic
Instantly access over 40,000 of the best books & videos for kids on Epic
Instantly access over 40,000 of the best books & videos for kids on Epic
Instantly access over 40,000 of the best books & videos for kids on Epic
Instantly access over 40,000 of the best books & videos for kids on Epic
Instantly access over 40,000 of the best books & videos for kids on Epic
Instantly access over 40,000 of the best books & videos for kids on Epic
Whale Plaques | New London Landmarks

Regional Multicultural Magnet School School code: 000000

Page 9 / 10

School: then and now talking with Ruby
LA.U19
EPIC- Search "past and present". Short stories will come up with a variety of topics.
Bulkeley School Building
Whale Plaques | newlondonlandmarks
Medium sized JPEG
cementary rmms
Search results | Connecticut Digital Archive
50364333f8aab8207c64aeed7e6b2f89
Pier-View-Ocean-Beach-New-London-Connecticut-1921
Capitol Theater, New London (1921)
School around the world journal
Passport stamps for around the world
School around the world journal 2
school reader haiti
school reader italy
School Reader Kenya
school reader kenya 2 per
school reader japan
School Reader Brazil
school reader Australia
schools around the world family volunteers
Scenes from schools around the world
How Do School Lunches Around The World Look?
School Lunches You’ve Probably Never Heard About
A Look at a Japanese Classroom | Wide Angle | PBS LearningMedia
Time for School | Kenya: Joab | PBS LearningMedia
Time For School | Brazil: Jefferson | PBS LearningMedia
Our Primary School, Ornago, Italy
4 Engineering Challenges for Kids (Cups, Craft Sticks, and Cubes!) - Frugal Fun For Boys and
Girls
SchoolinEcuador
Schools in the Past and Present Provocation
HousesK6
School 1
School 3
school2

How children get to school around the world
Reflecting

Teacher reflections
Ongoing reflection

Assessment reflections
Ongoing reflection
Rene Aguirre-Bjerke 10:45 am, 30th Nov 2023
Engaged with the toys. Students really liked playing with the toys.

Rene Aguirre-Bjerke 10:43 am, 30th Nov 2023
Strategies:
1) Make an age limit for the interviews
2) More "props" if possible (phones, cassette player)
Learning Experiences:
1) The field trip
2) Ruby video
3) past and present books on EPIC; Book - "This Is How We Do It", made a connection to
"Henry Ford"
As teacher, be more explicit.

Rene Aguirre-Bjerke 10:51 am, 30th Nov 2023
Poster comparisons of schools (focus question), Student plaques (Whale plaques), made toys
(telephone)

Rene Aguirre-Bjerke 10:44 am, 30th Nov 2023
Students engaged with the texts - Pebble Go, EPIC

Unit 2

Planning

Transdisciplinary theme
Where we are in place and time
Transdisciplinary theme focus
orientation in place and time
personal histories

Central idea
The way we live today can be understood by learning about the past.

Learner profile attributes
Risk-takers, Knowledgeable

Key concepts
Perspective, Function, Change

Related concepts
Concepts
• Perspective: reflection
• Function: inquiry
• Change: history

Lines of inquiry
• Understanding the perspectives of people in the past and in the present (reflection, perspective)
• The examination/comparison of the past and present (history, change)
• How to use historical sources to learn about the past (inquiry, function)

Approaches to learning
Research Skills
Research Skills
Information-literacy skills (formulating and planning, data gathering and recording, synthesizing and interpreting, evaluating and communicating)
Media-literacy skills (interacting with media to use and create ideas and information)
Teaching the ATL skills
Research skills as students will inquire deeply into life in the past versus life in the present.
Self Management Skills SEL Journeys

Learning goals and success criteria

Features of traditions and celebrations

• Identify at least three common features of celebrations and traditions (If you were planning a celebration or tradition, what should you include?)

Why people celebrate (why are celebrations different in different places, remember something or is special)

• Describes at least two different reasons that people celebrate
• create a unique celebration
• provides a reason for the celebration

Symbolic representations of celebrations and traditions

• connect the self-designed symbol for the holiday or tradition with the reason for it

GEO 1.3 Use maps, globes, and other simple geographic models to

• identify cultural and environmental characteristics of places.
• identifies cultural characteristic of places by using a map, globe, etc.
• identities environmental characteristic of places by using map, globe, etc.

 

INQ K–2.7 Evaluate a source by distinguishing between facts and opinion.

• distinguishes between facts and opinions in a source

Subject standards
Visual Art
Creating
Investigate

• VA:Cr2.2.1a - Demonstrate safe and proper procedures for using materials, tools, and equipment while making art. (VA:Cr2.2.1a)
• VA:Cr2.1.1a - Explore uses of materials and tools to create works of art or design. (VA:Cr2.1.1a)

Connecting
Relate

• VA:Cn11.1.1a - Understand that people from different places and times have made art for a variety of reasons. (VA:Cn11.1.1a)

Music
Performing
Present

• MU:Pr6.1.1b - Perform appropriately for the audience and purpose . (MU:Pr6.1.1b)
• MU:Pr6.1.1a - With limited guidance, perform music for a specific purpose with expression. (MU:Pr6.1.1a)

Social Studies
Geography
Geographic Representations and Spacial Views of the World

• GEO 1.2 - Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them. (GEO 1.2)

Inquiry
Evaluating Sources and Using Evidence

• INQ K–2.7 - Evaluate a source by distinguishing between facts and opinion. (INQ K–2.7)
• INQ K–2.6 - Gather relevant information from one or two sources while using the origin and structure to guide the selection. (INQ K–2.6)

English
Reading: Literature
Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RL.1.9 - Compare and contrast the adventures and experiences of characters in stories. (CCSS.ELA-LITERACY.RL.1.9)

Craft and Structure

• CCSS.ELA-LITERACY.RL.1.6 - Identify who is telling the story at various points in a text. (CCSS.ELA-LITERACY.RL.1.6)

Writing
Text Types and Purposes

• CCSS.ELA-LITERACY.W.1.1 - Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (CCSS.ELA-LITERACY.W.1.1)

Science
Earth's Place in the Universe
Analyzing and Interpreting Data

• 1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year.

Planning and Carrying Out Investigations

• 1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Prior learning
We will be listening to students during the provocation to see what knowledge they have about celebrations, misconceptions, and vocabulary used to describe their knowledge. We will be sure to inquire into holidays and celebrations that are represented by our diverse
cultures and texts that depict these inquiries.

Connections: Transdisciplinary and past
Library: Students will explore that celebrations and traditions are expressions of shared beliefs and values through literature- Birthdays Around the World, Japanese Celebrations, Cherry Blossoms, Lanterns and Stars and Tooth Traditions Around the World.

Teacher questions
What are people celebrating?
Why are celebrations different in different places?
What happens during this celebration/What features does this celebration have?
What symbol(s) is used for this celebration?
Why is this symbol used for this celebration?

Implementing

Learning experience library

IRA UOI Text Set
Amy Rios

Birthday: Birthday Customs Around the World, Birthdays in Many Cultures, Celebrations in My World-
Happy Birthday,

Cinco de Mayo: Cinco de Mayo, Marco's Cinco de Mayo,
Diwali: Diwali Gift, It's Diwali!,
Native American general: We Are Grateful,

New Year’s: Shante Keyes and the New Year’s Peas
Ramadan: Night of the Moon, Laila’s Lunchbox,
Teeth: Throw Your Tooth on the Roof,
Winter Celebrations: Light the Lights! Lights of Winter, Legend of the Poinsettia, Celebrate Christmas and
Three Kings Day with Pablo, Too Many Tamales, My First Kwanzaa, Latkes and Applesauce: A Hanukkah
Story
Other: Best Eid Ever, Obon, This is the Way We Eat Our Food, Juneteenth for Mazie , Festival of Colors,
IRA (2-5) - Poetic Language
Amy Rios
What choices does the writer make when writing?
Puddles (2)
Mud (2)
All the Colors of the Earth (1)
Subway Ride (1)
Caribbean Dream (0)
IRA (5) - Celebrating Diversity
Amy Rios
What can you learn from noticing and celebrating differences?
Two Eggs, Please (3)
Whoever You Are (2)
To Be a Kid (2)
My Name is Yoon (2)
The Name Jar (2)
IRA (4-5) - Journeys Near and Far
Amy Rios
What can you learn by traveling to new places?
Bailey Goes Camping (3)
Down the Road (1)
Isla (2)
Dear Juno (3)
When This World Was New (3)
IRA (0-4) - Vera B. Williams: Celebrating Family and Community
Amy Rios
How does an author or illustrator make decisions to interest readers?
A Chair for My Mother (1)
Something Special For Me (1)
Music, Music For Everyone (1)
Cherries and Cherry Pits (0)
Advent in France
Amy Rios
Description of Advent in France with real life pictures
Holidays around the World- Scholastic
Amy Rios

Winter Solstice
Amy Rios

Piñata song
Amy Rios
https://www.mamalisa.com/?t=es&p=6259
Narrative Writing - Birthdays
Amy Rios
~Prompt: "Sketch and write about a time you celebrated a birthday. Include as many details about the
celebration as you can remember".
~use narrative about birthday to see if students can add details about the form of a celebration including
decorations, food, music, light, family and friends, etc.
Playing Celebrations
Amy Rios
Provide students with overview of planning process
Ask students what skills they will need to use so that everyone can learn and have fun together
Students select a play center such as legos, drama, wooden blocks, magnatiles, drawing, etc.
Students come to a consensus about a celebration they want to play
Students plan what they are going to be playing. What are we going to do when we play this? What
happens?
Students share their plan with the teacher
Students get materials or go to location
Students play the celebration
Reflection: at circle students reflect on what went well with their play, what they could do better the next
time
Differentiation:
teacher will model language and support groups to create a consensus
Opportunities for agency
students have choice about the play center
students decide the celebration
shape of the play determined by the students
Evidence of learning:
there is a reason for the celebration
features of the celebration are evident in the play
play makes sense in the context of the celebration
Homework Celebrations Connection
Amy Rios

Tooth Celebrations
Amy Rios

• Discuss/students write about their family tooth tradition
• Discuss commonalities that they see (thinking skills/thinker)
• Add to/create attribute chart to record country and continent, why celebrated, features (form), symbols
• Select a section from Throw Your Tooth on the Roof

Locate the continent and country that the tradition is from. Does the map give us any other information about this country? Could also use Google Earth to visit the country.
Analyze the features of the celebration
Record any symbols
Select engagements below for different days

• Ask students to compare or contrast the tooth celebration to a different one (possible sentence stem The tooth celebration in ____ is similar/different to the celebration in ____ because ___)
• Record information in their inquiry journal (optional)
• Ask students to identify facts from the book and to create opinions about the different tooth celebrations

IRA connected text
Throw Your Tooth on the Roof (informative)
Agency
Students will have opportunities to share their tooth traditions

Diwali Celebration
Amy Rios
IRA connected texts
Diwali Gift, It's Diwali!
Lib- Students will read books where they explore celebrations and traditions and how they are expressions of shared beliefs and values. Students will compare their family traditions and compare them to how others celebrate in order to develop an appreciation for how other people celebrate here at RMMS and across the world.
Amy Rios
Music: Light play
Amy Rios
Over the course of 6 classes, students will learn, "This Little Light of Mine", "I Have a Light", and "Happy Birthday (in several languages)". I will differentiate for all learning abilities using the exemplar tenants of the Common Core of Teaching. Students will self-assess once they know the songs well enough to sing through them. Learning will be evidenced by all at the performance of the play.
Open - Photo Splash of Celebrations Around the World
Amy Rios
Alternative 1

• Set out photos of a variety of celebrations around the world (make sure to include a range of celebrations from around the world
• Students have time to observe the different photos in the photo splash
• Students partner talk about what they observed
• Whole class discussion about the photos

Alternative 2
place artifacts from different celebrations around the room and have students have an open discussion as they do a gallery walk. They make connections, ask wonder questions, make predictions.
Artifacts ideas:

• Small American Flag (4th of July)
• plastic egg (Easter)
• menorah (Hanukkah)
• book about pilgrims (Thanksgiving)
• wreath (Christmas)
• tea light candle (Diwali)
• sugar skull (Day of the Dead)
• birthday candle (Birthday)

Ask students to share holidays that they celebrate.

Family Celebration Homework
Amy Rios
Send home letter asking family to discuss and illustrate a family celebration or tradition with their child
Students share information about their illustrations and text to build background knowledge of peers
Lib: In connection with the celebration unit first graders worked on sequencing using the story If You Take a Mouse to the Movies.
Amy Rios
Reader's Theater-Celebrations of Light
Amy Rios

• Identify continents and countries on maps with an informational label that contains the name and facts
• Ask students to think about what communication skills they will need so that their audience understands the message-create anchor chart of ideas (using a loud voice, standing up straight, eye contact, smile)
• Teach students how to read a script
• Practice reading aloud using communication skills identified in the chart
• Students create a symbol for their hat to represent the celebration they are sharing or narrators choose one celebration to represent.
• Use books and PebbleGo to conduct research on their tradition or holiday.

Differentiation
Differentiating parts in Reader's Theater to support reading levels
IRA aligned texts:
Light the Lights! Lights of Winter, Legend of the Poinsettia, Too Many Tamales
? Night of the Moon, Obon
Assessment-Create a Celebration
Amy Rios | Checklist
Task: Students create a celebration that reflects key features discussed throughout the unit.
Students may represent their celebration in a variety of ways using student choice (poster, story, video, etc.)

• Assessment will be done utilizing a checklist.
• Generates an idea for a celebration
• Describes the celebration or holiday with at least 3 facts
• A belief or value can be inferred or stated explicitly

Learning experiences
Provocation

Resources
My-Holiday-Traditions
Winter Solstice: FREE Classroom Resources!
Celebrate Winter! Solstice Activities | Education World
How do we celebrate Advent in France? - French Moments
LightUptheWorldWithCelebrationsATrulyMultiCulturalHolidayPlay
Light Up the World with Celebrations Play (1)
Holidays: A Sampler From Around the World | Scholastic
Presentation1
celebration photo splash
celebrations homework
celebration photo splash
Diwali - Festival of Lights | National Geographic
Celebrations HW sp.ing
Birthdays Aroiund the World 2
Tooth Traditions
Birthdays Around the World
Japanese Celebrations
Birthday Traditions Around the World 3
Light Up the World with Celebrations Play
Mouse Movies

Reflecting

Teacher reflections
Ongoing reflection
Debra Ann Guinan-Morizio 10:39 am, 25th Jan 2024
The play, learning about celebrations and differences. Saw connections between selves and others.
Interviewed families what celebrations they celebrate. (Next time use My Holiday Celebrations sheet)Practice with the play. IRAs helped with open minded. Shared family traditions of what they do, not necessarily of holidays. Student shared of family loss of house fire. Kevin helped with the songs. Liz did activities in Library/Media.

Notes
Ongoing reflection

Debra Ann Guinan-Morizio 10:41 am, 25th Jan 2024
Interview families using My Holiday Traditions sheet. Do Reader's Theater play before
holiday break!

Unit 3 Celebrations HWEO

Planning

Transdisciplinary theme
How the world works
Transdisciplinary theme focus
how humans use their understanding of scientific principles the natural world and its laws

Central idea
Exploring light and sound can help us understand scientific principles and the world around us.

Learner profile attributes
Inquirers, Thinkers

Key concepts
Function, Connection, Form

Related concepts
Concepts
• Function: efficiency
• Connection: investigations
• Form: scientific principles

Lines of inquiry
• The scientific principles of sound and light (scientific principles, form)
• How light and sound are used in daily life (efficiency, function)
• The way scientists plan investigations to learn and solve problems (investigation,
connection)

Approaches to learning
Thinking Skills
Thinking Skills
Thinking Skills (General)
Teaching the ATL skills
Thinking skills as students will inquire to gain understanding.
Relationship Skills SEL Journeys

Learning goals and success criteria
Key standards:
1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

• Plan and conduct an investigation
• provide evidence that vibrating materials can make sound
• provide evidence that sound can make materials vibrate

1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance

• design a device that uses light or sound
• device solves a communication problem

Know
vibrations cause sound
light makes it so we can see things
different objects let different amount of lights pass through
light and sound can be used to communicate communicate

Subject standards
Music
Connecting
Connect

• MU:Cn11.0.1a - Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. (MU:Cn11.0.1a)

Responding
Select

• MU:Re7.1.1a - With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes. (MU:Re7.1.1a)

English
Reading: Literature
Key Ideas and Details

• CCSS.ELA-LITERACY.RL.1.3 - Describe characters, settings, and major events in a story, using key details. (CCSS.ELA-LITERACY.RL.1.3)

Craft and Structure

• CCSS.ELA-LITERACY.RL.1.4 - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses (CCSS.ELA-LITERACY.RL.1.4)

Writing
Production and Distribution of Writing

• CCSS.ELA-LITERACY.W.1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (CCSS.ELA-LITERACY.W.1.5)

Science
Engineering Design
Analyzing and Interpreting Data

• K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Waves and their Applications in Technologies for Information Transfer
Planning and Carrying Out Investigations

• 1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
• 1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

Constructing Explanations and Designing Solutions

• 1-PS4-2 Make observations to construct an evidence-based account that objects can be seen only when illuminated.
• 1-PS4-4 Use tools and materials to design and build a device that uses the light or sound to solve the problem of communicating over a distance.

Prior learning
Class discussion after provocations to assess students' prior knowledge. Teachers will look for evidence of light and sound vocabulary (vibration, beam, loud, soft, illuminate).
Students willobserve and writeabout vibration experiments. Teachers will look for evidence
whether students notice the source of the vibrations.

Connections: Transdisciplinary and past
Library-students will explore nonverbal communication, light and sound through literature. Read Drawn Together. Watch the following on Discovery Education A First Look- Sound, What is Light?, The Language of Science: Sound Light andColor, Paul the Penguin- Designing for Communication and Helen Makes a Breakthrough.

Teacher questions

How light and sound are used in daily life (efficiency)

• How can light communicate?
• How can sound communicate?

The scientific principles of light and sound (scientific principles)

• How do we make sound?
• How do we alter sound?
• How is light made?
• How do we alter light?

The ways light and sound support exploration (exploration)

• How does light help us?
• How does sound help us?

Implementing

Learning experience library

IRA (1-5) - Humorous Stories
Amy Rios
What makes these books funny?
Imogene's Antlers (1)
That's Good! That's Bad! (1)

The Old Man & His Door (0)
Dooby Dooby Moo (2)
Animals Should Definitely Not Wear Clothing (0)
Open - Sound Brain Pop Jr.
Amy Rios
Search "Sound" on Brain Pop Jr.
Art-Color and Mood
Amy Rios
Students work on color mixing and warm and cool colors.
Function- purpose of the color wheel is to help artist mix colors and the function of color families (warm
and cool) is to group colors that have similar feelings/moods.
IRA UOI Text Sets
Amy Rios
City SoundsDo you want to walk in the darkImaginative InventionsLight and ColorMost Magnificent
ThingPapa's Mechanical Fish (Kathy)Puff...Flash...Bang! A Book about SignalsQuiet as a
Butterflycomunicandose con senales y patronesDuck for Turkey dayWhistle for Willie
Create a device
Amy Rios
Individually or with a partner create a communication device using materials from the classroom.
IRA (1-5) - Having Fun With Language: Rhyming Texts
Amy Rios
What makes these stories fun to read together?
Mrs. McNosh Hangs Up Her Wash (1)
Sitting Down to Eat (1)
The Day the Goose Got Loose (2)
The Giant Jam Sandwich (1)
One of Each (1)
Identify-Whistling Language Video
Amy Rios
Share as an example of communication across a distance.
Gather and Plan
Amy Rios
Gather information about communication using light and sound.
Make a plan for building a device.
Share and Reflect
Amy Rios

Identify
Amy Rios

Create a device to communicate across a distance using light and/or sound.
Have a variety of materials available. (can ask families for donations)
Make a plan for their device.
Build it. (Create)

Immerse - Pebble Go Sound
Amy Rios

Immerse- Pebble Go Light
Amy Rios
Color and What is Light.
Explore - Sound Walk
Amy Rios
Visit the pier (whale tale) and visit the park and compare the sounds they hear.
Sound journal.
Then have them complete 5 minutes of listening at home. Share the next day.
Explore- Light with Magnet Tiles (with) Light Centers
Amy Rios
IRA (4-5) - Mo Willems: Having Fun with Humor
Amy Rios
How does the author or illustrator make decisions to interest readers?
Knuffle Bunny: A Cautionary Tale (4)
Knuffle Bunny Too: A Case of Mistaken Identity (1)
Don't Let the Pigeon Drive the Bus (4)
Elephants Cannot Dance! (2)
I Am Invited to a Party! (5)

Music: A Sound Idea (String Instrument Build)
Amy Rios
Over 4 classes Students will explore:
how resonators work
how string instruments work
how different cultures decorate their instruments
building their own string instruments.
Students will conduct experiments with their instruments once they are built.
IRA (0-4) - Using Your Imagination
Amy Rios
Why is it important to use your imagination?
Emma Kate (1)
Can I Bring Woolly to the Library, Ms. Reeder? (1)
Tiger in My Soup (0)
The Gruffalo (1)
Explore-How size influences sound

Amy Rios
Conduct and investigation and observation of the sounds made by large objects versus small
objects (example ukulele versus guitar)
Students think, discover, and discuss
After group observation and discussion, students write their observations in their light and sound
observation journal

Library: Exploring nonverbal communication, light and sound
Amy Rios
Students will explore nonverbal communication, light and sound through literature. Students will gather knowledge from the following sources: Drawn Together, Discovery Education A First Look- Sound, What is Light?, The Language of Science: Sound Light and Color, Paul the Penguin:Investigating Sound- Clifford-
Lights Out

Open-Light Provocation
Amy Rios

• Complete a learning activity (writing time, read aloud, etc.)with as many lights off as possible.
• Continue teaching and learning in the dark and note student comments.
• Later on, set up a "gallery walk" of light sources
• Bring in and set up multiple light sources (lamp, candle, flashlight, camping lamp, sun). Students rotate around, looking at sources, observing and recording what they notice.
• Group discussion noting observations, look to see if students make the connection between the light sources and their work time in the dark
• Turn off the lights, close blinds, and ask students to draw a picture. Slowly add more light (open blinds, turn on string lights, use overhead lights)

Explore-Sound Map
Amy Rios
Model ways to record (drawing and labeling) sound observations in inquiry journal
Sit on the playground and draw a "sound map" of what they hear
Share observations and inferences about the sounds they heard
Ask students what questions they wondering/thinking about now
Can repeat at home for homework
How will you create opportunities for differentiation?
Students could label using individual letters rather than whole words Students could write a sentence to express their ideas rather than just labeling with words
Would need more than 30 mins to walk down to the pier.
Walk around the school (different sides of the building), then the neighborhood, then the pier.
Open-Sound Provocation
Amy Rios
Students will take time trying to guess and record what they think is in the eggs.
Can also be used to try to find pairs.
Explore - Sound Responding to Music
Amy Rios
Students will listen to a variety of music and describe how it affects them, feelings, movement and
emotions. Students will then sketch,paint, use oil pastels, markers, or crayons while listening to music choices. They will share their pictures and discuss how music can communicate emotions and art can communicate emotions felt through music.
Explore -Light Centers
Amy Rios
Shadow drawing
Light table using big bin and xmas lights.
Translucent pattern blocks
Magna tiles
Shadow puppets using projector/smartboard
Compare light sources - finger light, flashlight, desk lamp
artificial vs. natural light
Music-Share Instrument Creation
Amy Rios

Explore-Shadow Tag
Amy Rios
On a sunny day, play shadow tag in the parking lot.
Explore - sound centers
Amy Rios
stethoscope
string (wrap around their head at different lengths, students can hear and feel the vibration) create two shakers, one to make a high sound and one to make a loud sound.
Glass of water with different amounts of water.
xylophones (build your own)
musical instruments

Ongoing assessment
We will be looking for the following emerging knowledge from class discussions, experiments,
and journal writing:
vibrations/waves cause sound
light makes it so we can see things
different objects let different amount of lights pass through
light and sound can be used to communicate communicate

Teacher questions
How are light and sound made?
Where do you observe light and sound?
How can light and sound be altered?

What do it mean to "communicate"?
How do light and sound help us?

Resources
d77a8402cbaf3412152a93556c22dd98
Sound BrainPOP Jr.
PebbleGo
PebbleGo
The Turkish Villagers That Don’t Speak, But Whistle
sounds eggs
light sound summative
Light and Sound Journal
What is Light?
What is Sound?
Musical Instruments
Animal outlines for shadow art
shadow tag grid
1-PS4-4 | Science | BetterLesson
1-Tchg Pts World Works 19-20 G1
sounds eggs
Exploring Sound
drawn together
What is Sound
Sound 1st Grade
Reflecting

Teacher reflections
Ongoing reflection
Rene Aguirre-Bjerke 10:58 am, 22nd Feb 2024
Texts and center activities helped students to understand the concepts of the unit. Light -
students understand light sources and reflection. Shadow tag. Light vocabulary
demonstrated with flashlights.
Sound is created in many ways and used in different ways (for different reasons).

Students really enjoy the centers.

Unit 4 Light and Sound HTWW

Planning

Transdisciplinary theme
How we organize ourselves
Transdisciplinary theme focus
the interconnectedness of human-made systems and communities

Central idea

Learner profile attributes
Thinkers

Key concepts
Responsibility, Change, Form

Related concepts
Concepts
• Responsibility: resources
• Change: innovation
• Form: systems
The ways systems are created can be connected to resource management.

Lines of inquiry
• How systems are developed and improved (innovation, change)
• The factors that influence decision-making in managing resources (resources, responsibility)
• Different systems that exist within communities and organizations (systems, form)

Approaches to learning
Self-management skills
Self-Management Skills
Self-Management Skills (General)
Teaching the ATL skills

Subject standards
Social Studies
Civics
Processes, Rules and Laws

• CIV1.9 - Describe how people have tried to improve their communities over time. (CIV1.9)

Economics
Exchange and Markets

• ECO 1.3 - Describe the goods and services that people in the local community produce and those that are produced in other communities. (ECO 1.3)
• ECO 1.4 - Explain how people earn income. (ECO 1.4)

Economic Decision-Making

• ECO 1.1 - Explain how scarcity necessitates decision-making. (ECO 1.1)
• ECO 1.2 - Identify the benefits and costs of making various personal decisions. (ECO 1.2)

Geography
Human-Environment Interaction: Places, Regions and Culture

• GEO 1.4 - Explain how weather, climate, and other environmental characteristics affect people’s lives in places or regions. (GEO 1.4)

Geographic Representations and Spacial Views of the World

• GEO 1.3 - Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places. (GEO 1.3)
• GEO 1.1 - Construct maps, graphs and other representations of familiar places. (GEO 1.1)

Math
Number & Operations in Base Ten
Use place value understanding and properties of operations to add and subtract.

• CCSS.MATH.CONTENT.1.NBT.C.5 - Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (CCSS.MATH.CONTENT.1.NBT.C.5)

Measurement and Data
Represent and interpret data.

• CCSS.MATH.CONTENT.1.MD.C.4 - Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. (CCSS.MATH.CONTENT.1.MD.C.4)

English
Reading: Literature
Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RL.1.7 - Use illustrations and details in a story to describe its characters, setting, or events. (CCSS.ELA-LITERACY.RL.1.7)

Reading: Informational Text
Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RI.1.8 - Identify the reasons an author gives to support points in a text. (CCSS.ELA-LITERACY.RI.1.8)
• CCSS.ELA-LITERACY.RI.1.7 - Use the illustrations and details in a text to describe its key ideas. (CCSS.ELA-LITERACY.RI.1.7)

Key Ideas and Details

• CCSS.ELA-LITERACY.RI.1.2 - Identify the main topic and retell key details of a text. (CCSS.ELA-LITERACY.RI.1.2)

Writing
Research to Build and Present Knowledge

• CCSS.ELA-LITERACY.W.1.7 - Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). (CCSS.ELA-LITERACY.W.1.7)

Text Types and Purposes

• CCSS.ELA-LITERACY.W.1.2 - Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (CCSS.ELA-LITERACY.W.1.2)

Connections: Transdisciplinary and past
Library- Students will explore both the Library and Recycling Systems through literature.
Students will read Do You Know Dewey? Dewey There's a Cat in the Library, Pablo Finds a
Treasure and Maya's Blanket.

Teacher questions

• What is a system?
• What are the parts of this system?
• How do the parts of this system work together?
• What problem or need does this help?
• What responsibilities do people have to make this system work/function?
• What connections/similarities do you see between systems?

Implementing

Learning experience library
IRA (2-5) - Standing Up for Yourself
Amy Rios
Why is it important to stand up for yourself?
Bootsie Barker Bites (1)
Daisy Comes Home (0)
Stand Tall, Molly Lou Melon (1)
King of the Playground (2)
Amazing Grace (2)
Gather - Data from trash collection
Amy Rios
Classes have collected and sorted garbage into 4 containers (recyclables, food waste, trash, paper
recyclables).
Classes will determine if they were able to reduce food waste and/or trash and increase food
consumption and recycling.
Create - PSA
Amy Rios
PSA could be in the form of a poster, labeling in the cafeteria, video, script for morning announcements,
Evaluate
Amy Rios
Teacher collects ideas from students (could use sticky notes, or whole class conversation). Teacher can
select from the questions below.

• What did you like the most about this unit?
• What new skills/knowledge did you acquire in the unit?
• What might you want more help with?

Great Pacific Garbage Patch Video
Amy Rios

Field Trip - Fiddleheads
Amy Rios
Use website to see local farms that provide food.
Visit fiddleheads to examine systems.
Open-Journey of a letter video
Amy Rios

Library 18-19
Amy Rios
Students will explore systems through literature- Ada's Violin by-Susan Hood, Taking Care of our Earth
and How to Recycle (Discovery Education,

The Red Bicycle: The Extraordinary Story of One Ordinary Bicycle by- Isabella Jude, Hear Your Heart by-
Paul Showers.

IRA (3-4) - Bob Graham: Exploring Everyday Life
Amy Rios
How does an author or illustrator make decisions to interest readers?
The Silver Button (3)
How to Heal a Broken Wing (4)
Let's Get a Pup! Said Kate (4)
April and Esme Tooth Fairies (1)
Explore - Brain Pop Jr.
Amy Rios
https://jr.brainpop.com/science/conservation/reducereuserecycle/
IRA UOI Text Sets
Amy Rios
Adventures of a Plastic BottleAdventures of an Aluminum CanBag in the WindFollow That Bottle! A
Plastic Recycling JourneyFollow that Paper! A Paper Recylcing JourneyMichael RecycleOne Plastic
BagRecycle Every Day!Recycle!Soda Bottle SchoolWhere Does the Garbage Go?What Happens to Trash?
Explore- Pebble Go (money)
Amy Rios

Send home graph/chart for students to track their personal recycling at home.
Amy Rios

Open-Mr. Roger's trip to the Crayola factory
Amy Rios

IRA (5) - Exploring Nonfiction
Amy Rios
What is the writer's reason for writing?
Tools (3)
Water: Up, Down, and All Around (4)
What if You Had Animal Teeth!? (3)
Surprising Sharks (7)
What Do You Do When Something Wants to Eat You? (4)
Identify
Amy Rios
Each class will identify a question that they want to explore and take action on.
How can we improve recycling systems in our classroom, school, or home?
What actions can we take to encourage more people to recycle?
How can we reduce food waste or waste in general?
PSPE-18-19
Amy Rios
physical fitness unit: individual responsibility for a healthy lifestyle, human body systems.
Bowling unit- each student in each lane has a job (responsibility) to be organized and to make it so each
student has a fair turn to bowl.
The job responsibilities resemble what the machines do in a bowling alley.

Art-
Amy Rios

Students will investigate ways that artists use recycled materials to create a collaborative art project
inspired by Dale Chihuly.
They will learn about his system for planning and installing largescale glass sculptures. (change,
responsibility)
Music
Amy Rios
Students investigate sheet music and determine why we use sheet music and determine how it connects
with our transdisciplinary theme. (form)
Explore- maps on PebbleGo
Amy Rios

Share
Amy Rios
morning announcements or ASMM
or hanging posters/graphics in the cafeteria.
Video for an indoor day
Amy Rios
Magic School Bus Recyles
Storybots -- Why do we have to recycle?

Amy Rios

Explore-Interview
Amy Rios
Interview specials teachers about systems they use.
Record in inquiry journal.
Explore- Pebble Go (People and Environment)
Amy Rios

Immerse-Systems of our School
Amy Rios
Visiting different systems arounds school and community.
Students will record their see-think-wonder.
Start in classroom and ID systems (line spots, baskets, routines)
A system in our classroom is....
Library, cafeteria, front desk, nurse's office, carline, arrival/dismissal,
A system in our school is...
A system in our home is.....
Make a notebook (Fundations paper) as an inquiry journal.
SCRRRA Recycling Facility
Amy Rios
Link to...
"What goes where?" Type in an item and it will tell you if it's recyclable or garbage.
Waste Sorting Game

Resources
What Goes Where?
How Big The Great Pacific Garbage Patch Really Is
PebbleGo
Watch Ask the StoryBots | Netflix Official Site
The Magic School Bus - Holiday Special - Ep. 36
PebbleGo
PebbleGo
PebbleGo
A visit to a crayon factory - Mister Rogers’ Neighborhood
Supermarkets in Thailand Are Replacing Plastic Packaging With Banana Leaves
Journey of a Letter
My Heart | Reading A-Z
Circulatory System - BrainPOP
My Lungs | Reading A-Z

Respiratory System - BrainPOP
My Muscles | Reading A-Z
Muscles - BrainPOP Jr.
Digestive System - BrainPOP Jr.
Digestive System - BrainPOP Jr.
Reduce, Reuse, Recycle - BrainPOP Jr.
Supermarkets in Thailand Are Replacing Plastic Packaging With Banana Leaves

Unit 5 Systems and Resources HWOO

Planning

Transdisciplinary theme
Sharing the planet
Transdisciplinary theme focus
rights and responsibilities in the struggle to share finite resources with other people and with
other living things

Central idea

The survival of living things depends on their resources, adaptations, and environment.

Learner profile attributes
Caring, Balanced

Key concepts
Responsibility, Causation, Form
Concepts question
Responsibility
how people impact habitats and organisms and our responsibility to ensure the survival of the
organisms
Causation
the types of behaviors by parents and babies that contribute to the survival of the offspring
Form
structures that lead to survival

Related concepts
Concepts
• Responsibility: habitat
• Causation: survival
• Form: adaptation

Lines of inquiry
• The ways human activity can impact the environment (habitat, responsibility)
• The behaviors and characteristics that help living things survive (adaptation, form)
• What living things need to survive (survival, causation)

Approaches to learning
Research Skills
Research Skills
Research Skills (General)
Teaching the ATL skills
Research skills as students will obtain, evaluate and communicate researched information.
Responsible Decision Making SEL Journeys

Learning goals and success criteria
- describe how physical structures contribute to survival (see, hear, grasp objects, protect
themselves, move from place to place, and seek, find, and take in food, water and air.)
- determine how how parent and baby behaviors (vocalizations, feeding, protecting, comforting)
contribute to survival
- Make observations and provide evidence that show that young plants and animals are like, but
not exactly like, their parents.
- describe people's actions can impact habitats
- explain that a habitat is the natural home of an animal

Subject standards
Science
Engineering Design
Developing and Using Models

• K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Asking Questions and Defining Problems

• K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Heredity: Inheritance and Variation of Traits
Constructing Explanations and Designing Solutions

• 1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

From Molecules to Organisms: Structures and Processes
Constructing Explanations and Designing Solutions

• 1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Obtaining, Evaluating, and Communicating Information

• 1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

English
Reading: Informational Text
Craft and Structure

• CCSS.ELA-LITERACY.RI.1.6 - Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (CCSS.ELA-LITERACY.RI.1.6)
• CCSS.ELA-LITERACY.RI.1.5 - Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (CCSS.ELA-LITERACY.RI.1.5)
• CCSS.ELA-LITERACY.RI.1.4 - Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (CCSS.ELA-LITERACY.RI.1.4)

Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RI.1.9 - Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (CCSS.ELA-LITERACY.RI.1.9)

Key Ideas and Details

• CCSS.ELA-LITERACY.RI.1.3 - Describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS.ELA-LITERACY.RI.1.3)

Writing
Production and Distribution of Writing

• CCSS.ELA-LITERACY.W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS.ELA-LITERACY.W.1.6)

Teacher questions

Provocation:
1.Picture walk of Habitats: Polar regions, oceans, rainforests, pond/woodland (local), desert
What do you notice/ wonder? What would you/ animals need to survive in this area?
National Geographic video, article links
https://kids.nationalgeographic.com/explore/nature/habitats/
Extra habitat links:
https://www.youtube.com/watch?v=GWlPYupCT48
https://www.youtube.com/watch?v=0fb8143ndo8
2, Gallery walk with pictures of animals (including human) with stickies or chart paper big
behind it. Ask "What structures/behaviors do these animals have to survive?"
Link to folder with pics in “planning Resources” of baby /mother animals

Implementing

Learning experience library

How to Draw a Bird and Feeder
Debra Ann Guinan-Morizio

Draw the Pigeon with Mo Willems
Debra Ann Guinan-Morizio

Frankly, It's Becoming a Habitat
Maxine Hannibal

GIANT Ostrich Egg Science and Facts
Amy Rios
https://www.youtube.com/watch?v=JW6EiaaPqds
IRA UOI Text Sets
Amy Rios
Seed to PlantWhat to do with a Tail Like ThisAround the World I See a KookaburraLog Hotel Plants Feed
Me It Started as a Seed Tell Me Mr. TreeNatural StructuresElephants of Africa Creature
FeaturesEmperor Penguins Animal HabitatsGrandpa Elephant in Charge Home in the Sky What if You
Had - Animal Nose, Teeth, Anima Ear,, Animal Hair Fur and FeathersAn Egg is QuietCeinkleroot's Guide
to Knowing Animal HabitatsWhat are Natural Structures
Paper Bird Puppet Craft
Amy Rios
https://www.youtube.com/watch?v=TziGBOzi7iY&t=3s

IRA (0-5) - Understanding the Natural World: Oceans
Amy Rios
Why is it important to learn about oceans?
Hello Ocean (0)
On Kiki's Reef (0)
Sea Turtles (1)
Dolphin Baby! (0)
Rainbow Fish to the Rescue! (0)
Bird Beak Adaptations
Amy Rios

Bird Book
Amy Rios

IRA (2-4) - Nicola Davies: Exploring the Animal World
Amy Rios
How does an author or illustrator make decisions to interest readers?
Just Ducks! (1)
Bat Loves the Night (1)
One Tiny Turtle (3)
Big Blue Whale (4)
Link to learning about habitats
Amy Rios

IRA (2-4) - Nonfiction: Question and Answer
Amy Rios
How do writers of nonfiction books make information fun and interesting to read about?
Animals Black and White (1)
Best Foot Forward: Exploring Feet, Flippers, and Claws (7)
A Cool Summer Tail (1)
What Do You Do with a Tail Like This? (4)
DIY-Birdseed Ornaments
Amy Rios

Open - Video and KWL
Amy Rios
Have students watch a live stream of birds.
Create KW(L).
Live Bird Cams
Amy Rios
https://birdwatchinghq.com/live-bird-cams/

Identify-
Amy Rios

DIY bird-feeder
Amy Rios
https://momhacks101.com/bird-feeder-projects-for-kids-easy-recycled-crafts/
IRA (2-5) - Understanding the Natural World: Planting and Growing
Amy Rios
Why is it important to learn about planting and growing?
The Dandelion Seed (1)
This Year's Garden (0)
Jack's Garden (0)
Plant Packages: A Book about Seeds (4)
From Seed to Plant (2)
Wild Kratts - Feathered Friends
Amy Rios
https://www.youtube.com/watch?v=zkcvxQbIxXc
Explore - Virtual Classroom Pets
Amy Rios
Play live cam video of animals from the San Diego Zoo.
Visit each cam on different days so students can compare the animals, their features and what they
need.
Links below for San Diego Zoo and Monterey Bay Cams.
Disney plus - America's National Parks-National Geographic.
Create-Design challenge
Amy Rios
Show pictures: kangaroo pouch/baby carrier, turtle/bike helmet, pelican beak/ladle
What connections do you see between these objects?
optional video below, choose 1.
Introduction to a modified design cycle
reinforcing being knowledgeable and creative thinkers, how could you solve a human problem using an
idea from nature?
W1.3 Gallery walk with pictures of animals (including human) with stickies or chart
paper big behind it. Ask \"What structures/behaviors do these animals have to
survive?\" Link to folder with pics in “planning Resources” of baby /mother animals
Structures provocation: Bring in baby pictures and notice what similarities they
have to their parents
Amy Rios
Gallery walk with pictures of animals (including human) with stickies or chart paper big behind it.
Ask "What structures/behaviors do these animals have to survive?"

Learning experiences

W1.1 Provocation Lynne's suggestion: baby and family pictures (of students or generic) to ask
about “What did your family do to help you survive/live?” What do babies do to help them
survive/live? What do you think about other living things and how they survive? If we want to
find out about survival, what kinds of things could we investigate during this unit?

Resources
Biomimicry 101 - Examples Of How We Copied Nature
Biomimicry: when technology is inspired by nature | ACCIONA
Biomimicry 101 - Examples Of How We Copied Nature
Mr. President & Lotus Bald Eagle Cam - Watch Live!
FREEBirdsandTheirBeaksAnimalAdaptations-1
Birdseed Ornaments
MyBirdBookAStudentBooklet-1
Mr. President & Lotus Bald Eagle Cam - Watch Live!
Untitled
Live Cams
Unknown-3.jpeg
images.jpeg
Unknown-1.jpeg
Unknown-2.jpeg
Unknown-4.jpeg
Unknown.jpeg
structures and behaviors t chart.pptx
National Geographic habitat linksdocx.docx
Habitats
Ecosystems and Biomes | Classroom Learning Video
Biomes of the World for Children: Oceans, Mountains, Grassland, Rainforest, Desert -
FreeSchool

Unit 6 Physical and Behavioral Adaptations (Birds) STP

Planning

Transdisciplinary theme
Who we are
Transdisciplinary theme focus

• what it means to be human

Central idea
Understanding and appreciating different cultures can enable us to become global citizens.

Learner profile attributes
Caring, Open-minded

Key concepts
Perspective, Connection, Form

Related concepts
Concepts
• Perspective: decision making
• Connection: citizenship
• Form: culture

Lines of inquiry
• What culture is (culture, form)
• The relationship between culture and a group's rules and decision-making (decision
making, perspective)
• How equality, fairness and respect are connected to global citizenship (global citizenship,
connection)

Approaches to learning
Self-management skills
Self-Management Skills
Self-Management Skills (General)
Teaching the ATL skills
Self-Management Skills SEL Journeys

Learning goals and success criteria

• Identify at least three aspects of culture
• Explain examples of how beliefs and values can be different in different cultures
• Explain why understanding other cultures is important connects understanding of culture to understanding the world better or being able to
• make the world a better place

Subject standards
Social Studies
Civics
Participation and Deliberation

• CIV 2.3 - Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules. (CIV 2.3)
• CIV 2.4 - Compare their own point of view with others’ perspectives. (CIV 2.4)
• CIV 2.2 - Follow agreed upon rules for discussion while responding attentively to others when addressing ideas and making decisions as a group. (CIV 2.2)

Processes, Rules and Laws

• CIV 2.6 - Identify and explain how rules function in public (classroom and school) settings. (CIV 2.6)
• CIV 2.5 - Explain how people can work together to make decisions in the classroom. (CIV 2.5)

Geography

Human-Environment Interaction: Places, Regions and Culture
GEO 2.6 - Identify cultural and environmental characteristics of a place/region. (GEO 2.6)
Library Media
I. INQUIRE
A. THINK

• 2. Recalling prior and background knowledge as context for new meaning. (I.A.2)

D. GROW

• 1. Continually seeking knowledge. (I.D.1)

II. INCLUDE
B. CREATE

• 1. Interacting with learners who reflect a range of perspectives. (II.B.1)

III. COLLABORATE
A. THINK

• 2. Developing new understandings through engagement in a learning group. (III.A.2)

English
Reading: Literature
Key Ideas and Details:

• CCSS.ELA-LITERACY.RL.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS.ELA-LITERACY.RL.2.1)

Prior learning
Kindergarteners and first graders talk about their families and students understand that there are differences in families. The first grade How We Express Ourselves unit is about celebrations around the world so they also bring this background knowledge with them to this unit.

Connections: Transdisciplinary and past
Library Media: Creating a safe learning space
Being a good library patron: What are the library rules, policies, and procedures?

• I can follow our library rules.
• I can be a good library citizen.
• I can display proper book care and library behavior.
• I can explain how taking care of library books and proper library behavior affect the school community.

I can make my own book choices: How can I find a book that is “Just Right” for me?
How does a shelf marker help keep the library organized? How many books may I check out?

• I can help keep the library organized by using a shelf marker.
• I can preview/select library books appropriately from shelf.
• I can select, read, listen and view literature to meet my personal/ informational needs.

What are the story genres – Fiction, Nonfiction and Realistic Fiction?
I can retell the main idea of a story and give supporting details.

Books:
Octopus Stew by Eric Velazquez
Pura's Cuentos by Anette Pimentel
The Dot by Peter Reynolds
A bad case of stripes by Dave Shannon
We are all wonders by RJ Palacios
Too much glue by Jason Lifebvre
Art

• How I treat materials in art class impacts others.
• My actions during art class impact others.
• Students will create self-portraits that reflect them.

Teacher questions

• What is culture?
• What is my family's culture?
• How do beliefs and values differ among cultures?
• How does appreciating cultures help me to be a global citizen?

Implementing

Learning experience library
Open Day 2
Amy Rios
1.Review responses from chart paper.
2. Next pose the question 'What is culture?'
3. Let's organize this into a web/categories.
Open Day 1
Amy Rios
1. Show videohttps://www.youtube.com/watch?v=rkHLL_GxG68
2. Next, have the students Think, Pair, Share what they noticed about the video.
3. Then discuss as a group. Record all of the students responses onto a chart
Immerse Day 1
Amy Rios
1. Teacher brings an artifact in that represents their culture and models to the class why it is significant.
2. Students ask questions and teacher records questions.

3. Classify questions on the question barometer.
Teacher notes
1. Send a letter home with families regarding our artifact activity.

Immerse Days 2 -5
Amy Rios
1. Over the next 4 days each student shares the artifact that they brought in from home and takes
questions from their classmates.
IRA-Caring for Each Other-Family
Amy Rios
Pecan Pie Baby
Super-Completely and Totally the Messiest
Big Red Lollipop
Two Mrs. Gibsons
The Wednesday Surprise
RML MGT U3: Engaging in Classroom Literacy Work
Amy Rios
Umbrella 3: Engaging in Classroom Literacy Work
MGT.U3.RML1 Read books independently.
MGT.U3.RML2 Listen to books in the listening center.
MGT.U3.RML3 Work on words in the word work center.
MGT.U3.RML4 Write and draw in the writing center.
MGT.U3.RML5 Complete your reading and writing work every day.
Concept map/web
Amy Rios

• Define culture: culture is the way that people live
• Use school as an example of culture (connects to gr. 1 unit of inquiry when they inquired into school)
• Brainstorm other big ideas about how people live to add to map/web across the inquiry (language, traditions, education, music, art, views about gender)

Shared Lang- Infographic Benefits of Being Bilingual
Amy Rios
Shared Reading - Infographic - The Benefits of Being Bilingual
Optional Text
Teaching Points:

• Inquirers identify how language and living in a different culture has benefits and challenges.
• Inquirers determine how values impact action about language and living in different cultures.

One way to teach this:

• Class discussion: Do you speak another language at home? Do other people your family speak another language? What is exciting about learning or speaking another language? What is challenging about speaking another language? Have you ever moved to a new place or school? What was exciting about it?

What was challenging?

• Inquiry wall: Review questions about language. Add additional student questions to guide the inquiry.

Continue to add questions and ways to answer them throughout the week. Discuss how answers can be
found.

• Key Text: I Hate English (identify country and continent on map)
  • Optional Texts: Angel Child, Dragon Child, How My Parents Learned to Eat, I’m New Here, Tree of Cranes, One Green Apple, The Cow that Went Oink
• Questions to address after reading text: Literacy(L), Social Studies (SS), Learner profile (LP)

Suggestion: some answered orally and at least one on a whiteboard (to build writing stamina)

• Review key details of text(L)
  • Connect the character identifying the problem to caring about other people
  • Connect being principled to actions as appropriate
• What learner profile traits did characters show and what is the evidence/why do you think that? (LP)
• What big issue (democratic principle) is this problem-equality, fairness, respect, something else? (SS)
• What change occurred because of this person or situation (person, community, or society) (SS)
• What is the central message or lesson that the author wants us to understand? (L)
• What does this say to you about what this person or society thinks about languages or living in a different culture? (L/SS)
• Our values are what we think are important. How did _____’s belief/value impact the choices he/she made (their actions)? (L)
• What new ideas did you get that extended or broadened your thinking about living in a different culture or languages? (I was surprised that...) (L)
• Share information from family discussions about education.
• Inquiry Board: What questions have we answered? How can we find out about some of our other questions?
• Concept map-add ideas about learning languages or living a new culture(how does it vary by place or time, common goals, etc.)

Formative Assessment: Draw and write about key details and central idea of the story.
Formative Assessment Discussion: What conclusions can you make about speaking other languages or living in a new culture?
IRA, GR, Buddy read reflection sheets/tickets/stickers to encourage and acknowledge use of learner profile attributes and attitudes
Reading journals, charts, graphic organizers categorizing character qualities
Writing: B-M-E structure of story (form)

Prov: What's Culture? (video)
Amy Rios
Version 1: Video showing different children, music, iconic buildings, photos from different cultures
around the world.
-Discussions to create Anchor Chart: What is Culture? Web students' responses.
RML MGT U2: Using the Classroom Library for Independent Reading
Amy Rios
Umbrella 2: Using the Classroom Library for Independent Reading
MGT.U2.RML1 Notice the classroom library is organized so you can make good book choices.
MGT.U2.RML2 Take good care of the books in the classroom library so everyone can enjoy them.
MGT.U2.RML3 Keep your books and materials organized in your personal box.
MGT.U2.RML4 Choose three or four books to keep in your book bag.
MGT.U2.RML5 Choose books that are just right for you.
MGT.U2.RML6 Choose books that you want to read.
MGT.U2.RML7 Read a book and write your thoughts about your reading.
MGT.U2.RML8 After a good try, you may have a reason to abandon a book.
Home culture interviews
Amy Rios
peer sharing/interviews about home culture language, food, holidays, music, gender roles

Music: Singing

Amy Rios
Students will learn, practice, perform, and self-assess their performance of songs.
Students will be assessed on a 3 point rubric for technique and overall performance.
Muktar and the Camels
Amy Rios
How will you create opportunities for differentiation?
Students who need support will be provided with a prompt and a word bank for writing.
IRA-The Importance of Friendship
Amy Rios
A Weekend with Wendell
Horace and Morris but Mostly Dolores
This is Our House
First Come the Zebra (can skip)
The Old Woman Who Named Things
Prov: Perspective photo.
Amy Rios
See-Think-Wonder sheet
Stepping Stones: A Refugee Family's Journey
Amy Rios
How will you create opportunities for differentiation?
Students who need support will be provided with a prompt and a word bank.
IRA-Finding Your Way in a New Place
Amy Rios
Grandfather Counts (can skip)
The Have a Good Day Cafe
Home at Last
Roses for Gita (can skip)
Mango, Abuelo, and Me
RML MGT U1: Working Together in the Classroom
Amy Rios
Umbrella 1: Working Together in the Classroom
MGT.U1.RML1 Listen carefully to each other.
MGT.U1.RML2 Use an appropriate voice level.
MGT.U1.RML3 Do your best work.
MGT.U1.RML4 Find ways to solve problems when the teacher is working with others.
MGT.U1.RML5 Take good care of classroom materials
Arts Inquiry
Amy Rios
Key texts: Frida, Drum Dream Girl
Saltypie: A Choctaw Journey from Darkness into Light

Amy Rios
Students will use a reflection sheet for all of the books that we read during this unit.
How will you create opportunities for differentiation?
Students who need support will have prompts and a word bank to help them with their writing.
IRA-Memory Stores
Amy Rios
When I Was Young in the Mountains
Bigmama's
Aunt Flossie's Hats (and Crab Cakes Later)
I Love Saturdays y domingos
The Rainbow Tulip
RML SAS U1: Monitoring, Searching, and Self-Correcting
Amy Rios
Umbrella 1: Monitoring, Searching, and Self-Correcting
SAS.U1.RML1 Read the sentence again and think what would make sense, look right, and sound right.
SAS.U1.RML2 Notice who is talking when you read dialogue.
RML LA U22: Understanding Plot
Amy Rios
Umbrella 22: Understanding Plot
LA.U22.RML1 Stories have a problem that gets solved.
LA.U22.RML2 The high point of a story is the exciting part.
LA.U22.RML3 Stories have a beginning, a series of events, a high point, and an ending.
IRA-PYP-Learning About Cultures
Amy Rios
Learning About Cultures:
Nasreen’s Secret School, Frida Drum Dream Girl (video Epic), I Hate English,
https://www.youtube.com/watch?v=OoEUORfCGDM , My Name is Celia, Angel Child, Dragon
Child, Day You Begin, Everyone Cooks Rice, How My Parents Learned to Eat, Jalapeño Bagels,
https://www.youtube.com/watch?v=vxpS1GkBLHo Gregory Cool,
https://www.youtube.com/watch?v=PcLD1JUeLywThe Bat Boy and the Violin
https://www.youtube.com/watch?v=kKPWwoainuw
Food Inquiry
Amy Rios
Key text: The Sandwich Swap
Fry Bread
Amy Rios
How will you create opportunities for differentiation?
Students who need support will be provided with a prompt and a word bank for writing.
Marvelous Maravilloso: Me and My Beautiful Family
Amy Rios

How will you create opportunities for differentiation?
Students who need support will be provided with a prompt and a word bank for writing.
Language Inquiry
Amy Rios
Priority text: I Hate English!
Listen to text.
Add language to the What is Culture if it is not already there.
Survey the class for the different languages that are spoken by members
What are the advantages of speaking more than one language? What makes it challenging?
Culture Homework share
Art-Weaving and Culture
Amy Rios
Students observe weaving in different cultures.
Students created in their own weavings. Concepts -Appreciation, form, perspective
RML LA U1: Thinking and Talking About Books
Amy Rios
Umbrella 1: Thinking and Talking About Books
LA.U1.RML1 The title, author, and illustrator are on the front cover and title page of the book.
LA.U1.RML2 Think about the books you read and share your thinking with others.
LA.U1.RML3 Turn and talk to share your thinking.
LA.U1.RML4 When you read, mark places you want to talk about.
[Formative] what culture is
Amy Rios | Checklist
Success criteria
identify at least four aspects of culture
describe examples of my family culture with details

Learning experiences
https://www.youtube.com/watch?v=rkHLL_GxG68
Discussion questions are:
What is culture?
What are the different aspects of culture? (art, dance, music, language, etc.)

Resources
SAS.U1.RML2Notice who is talking when you read dialogue.notebook
SAS.U1.RML1 make sense, look-sound right.notebook
LA U22 RML3 Stories have a beginning, a series of events, a high point, and an
ending.notebook
LA U22 RML2 The high point of a story is the exciting part.notebook

LA.U22.RML1.Stories have a problem that gets solved..notebook
LA.U1.RML4 mark places.notebook
LA. U!.RML3 Turn and Talk.notebook
MGT.U1RML4 Find ways to solve problems.notebook
MGT.U1.RML2 Use an appropriate voice level.notebook
MGT.U1.RML1 Listen carefully to each other..notebook
Pecan Pie Baby
Super-Completely and Totally the Messiest
Big Red Lollipop
Two Mrs. Gibsons
The Wednesday Surprise
A Weekend with Wendell
Horace and Morris but Mostly Dolores
This is Our House
First Come the Zebra (can skip)
The Old Woman Who Named Things
Screen Shot 2019-11-05 at 5.21.28 PM
Salty Pie
Stepping Stone
Marvelous Maravilloso
Muktar
The Sandwich Swap
The Sandwich Swap by Queen Rania Al Abdullah and Kelly DiPucchio

Reflecting

Teacher reflections
Ongoing reflection

Q:How did the strategies we used throughout the unit help to develop and evidence students’ understanding of the central idea? A: We used: cultural webs, collection of books we created on EPIC, inviting families to come in to share their cultures and food in order to develop the students' understanding of the central idea. We also did greetings from all around the world in Morning Meeting.
Q: What learning experiences best supported students’ development and demonstration of the attributes of the learner profile and approaches to learning? A: For self-management skills we did classroom jobs and organizing their materials through routines. We slowly built their responsibility in taking care of their materials. For caring we did the essential agreements, practiced and modeled conflict resolutions and supports, we promoted caring with whole school initiative 'caught being caring.' Our Second Step lessons and Bullying Prevention lessons also work on the learner profile trait of being caring. The students had
to practice being open-minded when listening to books about different cultures and trying different foods from different cultures.
Q: What evidence do we have that students are developing knowledge, conceptual understandings and skills to support the transfer of learning across, between and beyond subjects? A: We used our IRA time to connect our UOI unit, Morning Meeting, Recess (going over the rules everyday), math (setting up our math journals, what tools do you need?) For the first six weeks in RC we were reviewing self-management skills and building our classroom cultures. During specials teachers were building their classroom routines. In library Liz connected our first unit of inquiry to what we were doing.
Q: To what extent have we strengthened transdisciplinary connections through collaboration among members of the teaching team? A: N/A Q: What did we discover about the process of learning that will inform future learning and teaching? A: Students enjoyed reading the collection of books from EPIC and choosing a culture to explore on their own. Students enjoyed the provocation video. They were very curious and had a lot of questions. Students continued to bring up that video at the end of the unit. The students really enjoyed the Japanese drum assembly.

Student reflections
Ongoing reflection

Leah Melissa Moran 10:05 am, 19th Oct 2023

Q:How effective was our monitoring, documenting and measuring of learning informing our
understanding of student learning?
A: When students were filling in their webs on the country they chose on EPIC it helped to
see who understood cultural characteristics and who didn't. Their self reflection at the end
of the unit was also informative.
Q:What evidence did we gather about students’ knowledge, conceptual understandings and
skills? A:
Q:How will we share this learning with the learning community? A: Parents will see the
students' learning during Back to School Night. Families that came in to share their culture
also saw the students' learning.

Unit 1 What Is Culture WWA

Planning

Transdisciplinary theme
How we express ourselves
Transdisciplinary theme focus

• the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values
• the ways in which we reflect on, extend and enjoy our creativity

Central idea

People can express their ideas, beliefs, and values using a variety of modes of communication

Learner profile attributes
Communicators

Key concepts
Causation, Perspective, Function
Concepts question
Perspective
students will be able to see the same general fairy tale from different perspectives as we read
different versions from diverse countries

Related concepts
Concepts
• Causation: expression

• Perspective: interpretation
• Function: communication

Lines of inquiry
• How geographic location impacts beliefs, values, ideas and how they are expressed.
(expression, causation)
• The different ways beliefs, values and ideas are interpreted (interpretation, perspective)
• How modes of communication can convey beliefs, values and ideas (communication,
function)

Approaches to learning
Communication Skills
Communication Skills
Communication Skills (General)
Teaching the ATL skills
Safer Smarter Kids

Learning goals and success criteria

• Using one mode of communication (Reading, Writing, Talking) students will bring the character to life with feelings, words(dialogue)and actions. Reference 6+1 Narrative Rubric
• students will state the feelings (beliefs, values, and ideas) of the fairy tale character on the planner/organizer created for their self-portrait
• students have a specific message to convey
• the story events lead to understanding the message

Subject standards
Physical Education
Self-expression & enjoyment
Interactions

• Identifies physical activities that provide self-expression (e.g., dance, gymnastics routines, practice tasks in games environments).

Non-Locomotor (Stability)
Combinations

• Combines balances and transfers into a three-part sequence (i.e., dance, gymnastics).

Working with others
Interactions

• Works independently with others in partner environments.

Movement concepts
Pathways, shapes, levels

• Combines shapes, levels and pathways into simple travel, dance and gymnastics sequences.

Speed, direction, force

• Varies time and force with gradual increases and decreases

Space

• Combines locomotor skills in general space to a rhythm.

Locomotor
Dance

• Performs a teacher and/or student- designed rhythmic activity with correct response to simple rhythms.

Social Studies
Geography
Geographic Representations and Spacial Views of the World

• GEO 2.2 - Use geographic representations to describe places and interactions that shape them (GEO 2.2)
• GEO 2.1 - Construct geographic representations of familiar places. (GEO 2.1)
• GEO 2.3 - Use geographic representations to identify cultural and environmental characteristics of place. (GEO 2.3)

Music
Connecting
Connect
MU:Cn10.0.2a - Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. (MU:Cn10.0.2a)
MU:Cn11.0.2a - Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. (MU:Cn11.0.2a)
Responding
Analyze
MU:Re7.2.2a - Describe how specific music concepts are used to support a specific purpose in music. (MU:Re7.2.2a)
Select
MU:Re7.1.2a - Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. (MU:Re7.1.2a)
Interpret
MU:Re8.1.2a - Demonstrate knowledge of music concepts and how they support creators’/ performers’ expressive intent. (MU:Re8.1.2a)
Evaluate
MU:Re9.1.2a - Apply personal and expressive preferences in the evaluation of music for specific purposes (MU:Re9.1.2a)

Visual Art

Creating
Investigate - Plan- Make
VA:Cr1.2.2a - Make art or design with various materials and tools to explore personal interests, questions, and curiosity. (VA:Cr1.2.2a)
Responding
Analyze
VA:Re8.1.2a - Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form. (VA:Re8.1.2a)
Connecting
Relate
VA:Cn11.1.2a - Compare and contrast cultural uses of artwork from different times and places. (VA:Cn11.1.2a)
English
Reading: Literature
Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RL.2.7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (CCSS.ELA-LITERACY.RL.2.7)
• CCSS.ELA-LITERACY.RL.2.9 - Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (CCSS.ELA-LITERACY.RL.2.9)

Key Ideas and Details:

• CCSS.ELA-LITERACY.RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS.ELA-LITERACY.RL.2.2)
• CCSS.ELA-LITERACY.RL.2.3 - Describe how characters in a story respond to major events and challenges. (CCSS.ELA-LITERACY.RL.2.3)

Connections: Transdisciplinary and past
Art:

• Students will work in groups to examine illustrations from various books, noting how style, color, and materials are used to express feelings and ideas.
• Students will think of a name for their own fractured fairytale (for example "Cinderella and the hiking boot" by Ms. Bekah, illustrated by Ms. Mariana).
• Students will design and create a book cover for their fractured fairytale.
• Students will reflect on how their artwork expresses their feelings and ideas.

Note from Bekah - not sure if the information listed below is from the classroom teachers or
from a previous art teacher:
Art: Students will create self-portraits of themselves as fairytale characters. They will look at the function of details in an illustration to show what is happening in a story. Students will explore how artists can use their imagination combined with observation to make a more unique picture.
Physical Education
Students will be participating in a creative movement/dance unit. (more info to come)

Teacher questions
What are the different parts of a fairy tale and how do they work together to tell a story?
Why do so many fairy tales have similar messages?
What does that tell us about people?
How are different cultures represented in different fairy tales?

Implementing

Learning experience library
Evaluate - Unit Reflection
Amy Rios
Reflect on your learning and growth during this unit. Some questions to consider:

• What did you like the most about this unit?
• What new skills/knowledge did you learn/use/practice in the unit? (Communicator, self-management skills)
• What challenges did you face and what did you do to overcome them? (What does that tell you about yourself and how you learn?)

Unit 2 Notebook File for entire unit

Amy Rios

Explore Fairy Tales on Epic
Amy Rios

HOTS Plans
Amy Rios

Art: Fairy Tale Self-Portraits
Amy Rios
Students will created fairy taleself-portraits.
Concepts:
Connection (relationship between stories and illustrations)
Perspective (how students seethemselves)
Expression (how you can add detail tocommunicate)

Engineering the 3 Little Pigs House
Amy Rios

Music-Opera
Amy Rios

how composers share stories through opera music
how changes in tempo, dynamics and instrumentation function to represent different parts of the story
though the genre study of opera
Immerse-"Field Trip" to see a play/movie based on a fairy tale
Amy Rios
For Covid year - plan a "field trip" to the "movies" to watch a version of a fairy tale.
Identify
Amy Rios
Possible student inquiry questions:
-Are there more versions of Cinderella from other countries?
-If there are multiple versions of Cinderella, are there multiple versions of other fairy tales?
-If the lesson/moral of Cinderella is ___, are there other fairy tales with the same lesson? Do other fairy
tales have different lessons/morals?
-What are other fairy tales/folktales from (country)?
-What are other ways that fairy tales can be expressed? (modes of communication)
Immerse: Graphic Organizers for Fairy Tales, Folk Tales, Fables
Amy Rios
Read several different fairytales/folktales from various cultures.
Fill in the chart about each book.
For setting, talk about the country of origin and locate it on a map.
Create a SMARTboard notebook file with the chart and a world map.
SCSU: Internet Resource of Folk and Fairy Tales
Amy Rios

Provocation: Discovery table with fairy tales from around the world
Amy Rios
Give students time to explore the texts on the discovery table
Ask what they notice about the collection of books
Start an attribute chart listing the characteristics that make a fairy tale a fairy tale (if they give some
ideas that aren't characteristics, its ok because they will discover the characteristics by marking the
chart throughout the unit and will be able to discover what are characteristics and what aren't)
Transformation tales
Amy Rios
While reading different versions of the fairy tales or fairy tales with similar messages, keep an attribute
chart listing features of fairy tales, can have a separate chart or combine both to also keep track of the
title, country and continent of origin, possible lessons/themes/messages that can be learned from the
story

• See-think-wonder for front and back cover of the book
• Locate country and continent of origin of each fairy tale
• Read story
• optional-use Braidy to retell the story (reinforcing story structure)
• Discuss possible lessons/themes/messages that can be learned from the story. Add ideas into chart
• Revisit text to analyze features of culture (language, clothing, role of women, etc.)
• analyze story for student generated features of fairy tales in attribute chart
• After different versions of the same type of fairy tales, revisit the stories to look for similarities across messages (revisiting the anchor chart).Why would people around the world think that this would be is important/valuable to learn?
• Inquiry notebook

Assessment-Readers' Theater
Amy Rios
Students will tell a fairy tale using a reader’s theater script. The script may be modified to reflect a different culture or part of the world. Students will design at least one prop or costume that that helps the audience to understand the story and message.
Library
Amy Rios
Students will explore that celebrations and traditions are expressions of shared beliefs and values through literature- Students will read Pretty Salma, Adelita, Egyptian Cinderella, Yeh-Shen and Mufaro’s Beautiful Daughters.
Jack, Goldilocks Beware of strangers
Amy Rios
While reading different versions of the fairy tales or fairy tales with similar messages, keep an attribute chart listing features of fairy tales, can have a separate chart or combine both to also keep track of the title, country and continent of origin, possible lessons/themes/messages that can be learned from the story

• See-think-wonder for front and back cover of the book
• Locate country and continent of origin of each fairy tale
• Read story
• optional-use Braidy to retell the story (reinforcing story structure)
• Discuss possible lessons/themes/messages that can be learned from the story. Add ideas into chart
• Revisit text to analyze features of culture (language, clothing, role of women, etc.)
• analyze story for student generated features of fairy tales in attribute chart
• After different versions of the same type of fairy tales, revisit the stories to look for similarities across messages (revisiting the anchor chart).Why would people around the world think that this would be is important/valuable to learn?
• Inquiry notebook

Immerse: Cinderella Fairy Tales-goodness is rewarded
Amy Rios
While reading different versions of the fairy tales, keep an attribute chart listing features of fairy tales, can have a separate chart or combine both to also keep track of the title, country and continent of origin, possible lessons/themes/messages that can be learned from the story

• See-think-wonder for front and back cover of the book
• Locate country and continent of origin of each fairy tale
• Read story
• optional-use Braidy to retell the story (reinforcing story structure)
• Discuss possible lessons/themes/messages that can be learned from the story. Add ideas into chart
• Revisit text to analyze features of culture (language, clothing, role of women, etc.)
• analyze story for student generated features of fairy tales in attribute chart
• After different versions of the same type of fairy tales, revisit the stories to look for similarities across messages (revisiting the anchor chart).Why would people around the world think that this would be is important/valuable to learn?

Open-True Story of the Three Little Pigs by A. Wolf
Amy Rios
-Ask students to retell the story of the three little pigs.
-Have quick video ready of the Three Little Pigs
-Read aloud the text by A. Wolf
-Talk about the differences in the two versions.
Create - Play / Reader's Theater
Amy Rios
Allow students to create a fairy tale or perform a reader's theater of a fairy tale or fable. Can include
masks, scenery, etc. Perform for each other or record for larger community.

Ongoing assessment
understanding of story structure
making inferences about the author's message/theme of a story
seeing commonalities in fairy tales from different cultures
identification of continents on a map
identification of aspects of culture from story illustrations

Resources
AIR Design Form RMMS Fall 2022
Integrated Design by Session RMMS Fall 2022
How We Express Ourselves
Many Cinderellas | Culture and History | Little Fox | Bedtime Stories
The TRUE story of the 3 little pigs by A.Wolf as told to Jon Scieszka. Grandma Annii’s Story
Time
Silly Symphony - The Three Little Pigs
The Three Little Pigs and the Big Bad Wolf | Fairy Tale for Children
ComparingandContrastingDifferentFolktalesandorFables-1
FairyTaleElementsGraphicOrganizer-1
FairyTaleElementsCompareContrast3charts-1
SCSU Research Guides: Folk and Fairy Tales: Internet Resources

STEAM Lesson Plan: Three Little Pigs Design Challenge - Inventionland Institute

Teacher reflections
Ongoing reflection

Leah Melissa Moran 10:41 am, 16th Nov 2023

Q: How did the strategies we used throughout the unit help to develop and evidence
students’ understanding of the central idea? A: We shared stories from different cultures,
worked in elements of theater, students independently explored fairytales on Epic, we had a
storyteller come in, students got to create puppets and a story to go along with it.
Q:What learning experiences best supported students’ development and demonstration of
the attributes of the learner profile and approaches to learning? A: Students got to act out
different situations and use puppets to express themselves that goes along with
communicator.
Q: What evidence do we have that students are developing knowledge, conceptual
understandings and skills to support the transfer of learning across, between and beyond
subjects?
To what extent have we strengthened transdisciplinary connections through collaboration
among members of the teaching team? What did we discover about the process of learning
that will inform future learning and teaching? A: We incorporated storytelling in our writing
and interactive read alouds. In library, Ms. Liz, incorporated fables. In music, Mr. K, taught
how music communicates and expresses feelings. In P.E., Ms. Lauren, incorporated dance to
express themselves.

Student reflections
Ongoing reflection

Leah Melissa Moran 10:51 am, 16th Nov 2023

Q: Students may reflect on their learning and growth during this unit. Some questions to
consider:
What did you like the most about this unit? What could have been done differently?
What new skills/knowledge did you acquire in the unit?
Where did you encounter challenges and what did you do to overcome them? What does that
tell you about yourself and how you learn?
What might you want more help with?
A: The HOTS program helped to support our unit this year. The students loved the Three
Beans and Please No activity that we learned from Mr. Victor.
We will share HOTS lessons with Ms. Lauren so she can replicate it with the students during
P.E. class.

Assessment reflections
Ongoing reflection

Leah Melissa Moran 10:44 am, 16th Nov 2023

Q:How effective was our monitoring, documenting and measuring of learning informing our
understanding of student learning? A: We did a lot of comparing and contrasting of stories
using venn diagrams. We also did Wanted posters to see if students were paying attention
during the stories.
Q:What evidence did we gather about students’ knowledge, conceptual understandings and
skills?
How will we share this learning with the learning community? A: We shared student learning
with families on Talking Points. Work was displayed.

Unit 2 Tales Around the World HWEO

Planning

Transdisciplinary theme
How the world works
Transdisciplinary theme focus
how humans use their understanding of scientific principles
the impact of scientific and technological advances on society and on the environment

Central idea
Properties, characteristics and purposes of materials can impact design

Learner profile attributes
Principled, Thinkers

Key concepts
Causation, Function, Form

Planning

Transdisciplinary theme
Where we are in place and time
Transdisciplinary theme focus
homes and journeys
orientation in place and time

Central idea
Understanding geography can inform human decisions.

Learner profile attributes
Inquirers

Key concepts
Causation, Connection, Form

Related concepts
Concepts
• Causation: landscape
• Connection: survival
• Form: geography

Lines of inquiry
• The characteristics of Earth’s geography (geography, form)
• How landscape can impact where people live (landscape, causation)
• How landscape and geography are connected to survival (survival, connection)

Approaches to learning
Self-management skills
Self-Management Skills
Self-Management Skills (General)
Teaching the ATL skills
SEL Journeys -Social Awareness

Subject standards
Social Studies
Geography
Human-Environment Interaction: Places, Regions and Culture

• GEO 2.4 - Explain how the environment affects people’s lives. (GEO 2.4)
• GEO 2.5 - Explain how humans affect the culture and environment of places/region. (GEO 2.5)
• GEO 2.6 - Identify cultural and environmental characteristics of a place/region. (GEO 2.6)

English
Reading: Literature
Craft and Structure

• CCSS.ELA-LITERACY.RL.2.5 - Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (CCSS.ELA-LITERACY.RL.2.5)

Reading: Informational Text
Craft and Structure

• CCSS.ELA-LITERACY.RI.2.4 - Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (CCSS.ELA-LITERACY.RI.2.4)

Science
Earth's Systems
Constructing Explanations and Designing Solutions

• 2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

Developing and Using Models

• 2-ESS2-2 Develop a model to represent the shapes of kinds of land and bodies of water in the area.

Obtaining, Evaluating, and Communicating Information

• 2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Earth's Place in the Universe
Constructing Explanations and Designing Solutions

• 2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

Connections: Transdisciplinary and past
Library-Students will focus on culture and tolerance. Books we will read to support these concepts are Saltypie- A Choctaw Journey From Darkness into Light, Stepping Stones- A Refugees Family’s Journey, A Change of Heart and Muktar and the Camels.

Teacher questions
How do we represent places?
What is geography of the place I live now?
How does that compare to the geography of other places?
How can we describe landforms?
Why do people move from one place to another (push/pull)?

Implementing

Learning experience library
If time... Identify 2 -
Amy Rios
If you could live anywhere in the world, where would you live? And why?
Thinking about the culture, environment and landforms.
Art
Amy Rios
Students observe a variety of landscapes to discover how artists depict places and space.
Students create landscape paintings that using overlapping to show space (form).
Open - Map Exploration
Amy Rios
Make different types of maps available to students to explore.
Flat maps, globes, atlases, Google Maps.
Immerse - Landforms video
Amy Rios 

Continent Project Expectations
Amy Rios

Evaluate
Amy Rios
Reflect on your learning and growth during this unit. Some questions to consider:

• What did you like the most about this unit? What could have been done differently?
• What new skills/knowledge did you acquire in the unit?
• Where did you encounter challenges and what did you do to overcome them? What does that tell you about yourself and how you learn?
• What might you want more help with?

Immerse - Where do I live?
Amy Rios
Using the book "Me on the Map"
Identify where we live, room, house, street address, city/town, state, country, continent, planet.
Use Google Earth to zoom in and out.
May have to go home and ask their family to write down their address.
Draw maps of where they live. (room, house, street)
Create their own Me on the Map Booklet.
What are the cultural and environmental features of southeastern CT?
-What activities can we do here? What is the climate in CT?
"Yo en el mapa"-https://www.youtube.com/watch?v=aFInQYO8nC0
From CT Social Studies Standards:
Compelling Question:
• How do maps help us understand our community?
Supporting Questions:
• What are the relative and absolute locations of important places in our town/city such as our school,
homes, grocery stores, town/city hall, parks, monuments/memorials, and fire/police stations?
• How are the locations of important places in our town/city and state influenced by the physical
geography of our town?
• Where are the memorials and monuments in our town/city and state, and what/who do they
remember? What do they look like? How do they make you feel?
PE
Amy Rios

Continent Research Template
Amy Rios

Library
Amy Rios

Gather - Interviews and PebbleGo
Amy Rios
Students interview their family members to find out where their family used to live, what that place was
like and why they moved to CT.
Once they know the location, they can use Pebble Go and other resources to learn more about the culture, climate, and landforms of that place.
Create - Pick a Continent
Amy Rios
Create- In groups students pick a continent and explore landforms and how they affect living conditions.
Students can use Pebble Go to research.
Student can choose to create a poster, model, news broadcast or advertisement as a group.
Parent Invite for Celebration
Amy Rios
Dear 2nd Grade Families,
You are invited to a curriculum celebration for Where We Are in Place and Time unit. Students will share
their Me on The Map books, their collaborative research on a landform, and their posters of a continent.
When: Thursday March 9, 2023
Where: Your child’s classroom
Time: 1:45pm – 2:15pm
-------------------------------------------------------------------------------------------------------------------------------
RSVP: By March 6, 2023
Child’s Name_________________
________Yes, I will attend ________No, I can’t attend

Share -
Amy Rios
Students share their posters by doing a gallery walk. Cross class sharing
Create -
Amy Rios
Students create a board to share where their family is from.
This could include...
A map
Identification of at least two landforms
A flag
Description of the culture and climate of the place
Photographs

Spanish-
Amy Rios

Tech 18-19:
Amy Rios

Explore - Pebble Go
Amy Rios
Social Studies
Continents, Countries, or Maps
Science
Earth and Space Sciences
Earth Sciences
Earth Features, Landforms, All About Water, Earth in Action (quick changes)
Identify
Amy Rios
Where did you family live before they lived in CT? What was that place like (culture, environment,
landforms)? And why did your family decide CT was where they wanted to live?
This could be a move from another state or another country. It could be something that the child
experienced, or their parents, grandparents, etc...
Continent Outlines
Amy Rios

Explore - Landform Cards
Amy Rios
-match opposites
-categorize (landforms vs. bodies of water)
-play doh to build landforms
-find landforms on a map/globe
-build landforms in snow
-Additional activity-- Live Worksheet students can complete on their headphones
https://www.liveworksheets.com/worksheets/en/Geography/Landforms/Landform_Map_Drop_ec19231q

Resources
Continent Project Expectations
Continent Research Template
WWRIPT - Parent Invite for Celebration
PebbleGo
PebbleGo
PebbleGo
Pebble Go Next
Landforms in the United States
Reading Maps
Continents
Pebble Go Next
Connecticut
Northeast States
All States
All About Water

What is Earth?
My World
Maps
Climate
Exploring Landforms and Bodies of Water for Kids - FreeSchool
Countries
Landforms
Continents
All about water
Continents
PebbleGo
All about water -
https://site.pebblego.com/modules/2/categories/2969
https://site.pebblego.com/modules/5/categories/9712?
sqs=95521f95acfb78f74495a70ebde8a9fc1b8ce06e5a4b30855123489c9a015e1e Continents
PebbleGo
LandFormCards.pdf
Landforms
Geography Explorer: Mountains - Educational Videos & Lessons for Children
The Continents for Kids | 7 Continents | Earth Science Kids | Kids Geography | Seven
Continents
7 Continents of the World - Geography for Kids | Educational Videos by Mocomi
Geography Explorer: Continents - Interesting and Educational Videos for Kids
YouTube

Unit 4 Landforms and Homes WWAIPAT

Planning

Transdisciplinary theme
How we organize ourselves
Transdisciplinary theme focus

• the interconnectedness of human-made systems and communities
• the structure and function of organizations

Central idea
People can work together to take action to make changes in their community.

Learner profile attributes
Risk-takers, Knowledgeable

Key concepts
Responsibility, Causation, Change

Related concepts
Concepts
• Responsibility: organizations
• Causation: collaboration
• Change: action

Lines of inquiry
• The role and impact of collaboration on action (collaboration, causation)
• The ways individuals and organizations have taken action over time (organizations,
responsibility)
• How action can result in change over time (action, change)

Approaches to learning
Social Skills
Social Skills
Social Skills (General)
Teaching the ATL skills
SEL Journeys - Relationship Skills

Learning goals and success criteria
SUMMATIVE:
Summative assessment task(s): Students will research an activist and the organization they are connected to including the impact of their work and present their findings in one of the options listed below.

What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?

Task: Why should we know about this person?
Evidence:
Opinion poem
Song
Poster
Opinion Paragraphs
Comic Book
Interview

Identification of the person and/or organization
What was the problem that the person and organization wanted to solve? At least two details
about the problem.
What challenges/obstacles did the person and organization face?
What personal qualities help a person contribute to an organization? What evidence shows it?

Subject standards
Social Studies
Civics
Processes, Rules and Laws

• CIV 2.7 - Describe how people have tried to improve their communities over time. (CIV 2.7)

History
Perspectives

• HIST 2.5 - Compare different accounts of the same historical event. (HIST 2.5)
• HIST 2.4 - Explain perspectives of people in the past to those of people in the present. (HIST 2.4)
• Historical Sources and Evidence
• HIST 2.9 - Generate questions about a particular historical source as it relates to a particular historical event or development. (HIST 2.9)
• HIST 2.8 - Identify the maker, date, and place of origin for a historical source from information within the source itself (HIST 2.8)
• HIST 2.6 - Identify different kinds of historical sources. (HIST 2.6)
• HIST 2.7 - Explain how historical sources can be used to study the past. (HIST 2.7)

Change, Continuity and Context

• HIST 2.2 - Compare life in the past to life today (HIST 2.2)
• HIST 2.1 - Create a chronological sequence of multiple events. (HIST 2.1)
• HIST 2.3 - Generate questions about individuals and groups who have shaped a significant historical change. (HIST 2.3)

causation and Argumentation

• HIST 2.10 - Generate possible reasons for an event or development in the past. (HIST 2.10)
• HIST 2.11 - Select which reasons might be more likely than others to explain a historical event or development. (HIST 2.11)

English
Reading: Literature
Craft and Structure

• CCSS.ELA-LITERACY.RL.2.6 - Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (CCSS.ELA-LITERACY.RL.2.6)
• CCSS.ELA-LITERACY.RL.2.4 - Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (CCSS.ELA-LITERACY.RL.2.4)

Reading: Informational Text
Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RI.2.9 - Compare and contrast the most important points presented by two texts on the same topic. (CCSS.ELA-LITERACY.RI.2.9)

Implementing

Learning experience library
IRA Biography: Zora Hurston and the Chinaberry Tree FPC
Amy Rios

Open Day 3
Amy Rios
Day 3-video (link below)
PebbleGo-Activism: Assign each group a type of activism. Have them go onto PebbleGo and listen to
their assigned activism. Lastly, have each group share out what they learned about their activism type.
IRA Biography: Snowflake Bentley FPC
Amy Rios

IRA Animals: She's Wearing a Dead Bird on Her Head IB
Amy Rios

Immerse Days 1-5
Amy Rios

IRA Biography: Manfish FPC
Amy Rios

IRA Animals: The Watcher: Jane Goodall's Life with Chimps IB
Amy Rios

IRA Women's Rights: Eleanor, Quiet No More IB
Amy Rios

Open- Day 2
Amy Rios
Students will observe picture of animal's affected by trash and on chart paper respond with stick notes:
What do you notice? How do you feel?
Gather
Amy Rios
Look more closely at the website to gather information about the problem and goals. If possible, set up a visit from the organization.
IRA Women's Rights: She Sang Promise: The Story of Betty Mae Jumper IB
Amy Rios

IRA Women's Rights: Elizabeth Started All the Trouble IB
Amy Rios

IRA Environment: The Tree Lady IB
Amy Rios

Open Day 4
Amy Rios
Day 4- Read aloud-This is the Dream
Share -
Amy Rios
Students share with a 1st grade class.
Open- Day 1
Amy Rios
Assign students to different activities based on physical attributes such as sneaker vs. boots, dress vs.
pants, glasses. vs no glasse
Day 5 Immerse - 3rd Grade Share
Amy Rios
Invite 3rd grade students in to share about their protest unit.
IRA Environment: The Camping Trip that Changed America
Amy Rios

IRA Biography: Celia Cruz, Queen of Salsa FPC
Amy Rios

Explore- Local Organizations in NL area
Amy Rios
Students will use the following links for their research.
Homeless Hospitality Center- https://www.nlhhc.org/
CT Humane Society- https://cthumane.org/
NL Food Bank- https://newlondonareafoodpantry.weebly.com/
Nature Center- https://dpnc.org/
American Red Cross- https://www.redcross.org/
CT Department of Energy and Environmental Protection-https://portal.ct.gov/DEEP
CT EPA (Environmental Protection Agency)-https://www.epa.gov/ct
Hispanic Alliance of SECThttps://hispanicalliancesect.org/
TVCCA -https://www.tvcca.org/
Higher Edge -https://higheredge.org/

Jigsaw-have small groups of students quickly look at the website to determine the goal of the organization.

Explore - Pebble Go Rights
Amy Rios
Civil Rights
Human Rights
Civil Rights before and after 1945-Several Biographies

Identify-
Amy Rios

As a class, have students decide on an organization that are important to them.
Music: Singing and Playing
Amy Rios
Students will explore singing songs and improvising on drums. Students will focus on how their individual
musical choices effect the musical performance as a whole. Students will have ample time to assess
both their performances and strategize how to improve.
Create - Take Action
Amy Rios
-video
-write a letter
-make a poster
to educate others about their issue and inspire others to take action.
Should include:
-local organization or non-profit (ex Humane Society, Habitat for Humanity, Homeless Hospitality
Center, American Red Cross, NL Food Bank, Mystic Aquarium, Nature Center)
-what is the problem
-what can people do now to support the cause
(interview organization)
Revisit Open
Amy Rios
Revisit open 1.
Have about half the class get a privilege in class. Ask each group how the other group might feel? Ask each group what they might do to take action and make the situation more equitable.
IRA Animals: Manfish IB
Amy Rios

IRA Challenges: Helen's Big World IB
Amy Rios
Add this text to the FPC text set about Facing Challenges
Explore - Pebble Go Environmentalists
Amy Rios
Biographies

History Makers
Environmentalists
IRA Environment: Wangari's Tree of Peace IB
Amy Rios

IRA Biography: The Pot That Juan Built FPC
Amy Rios

IRA Determination: Brave Irene FPC
Amy Rios

LA.U11.RML4 Sometimes authors thank the people who helped them with the book.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 11: Noticing Text Resources
LA.U11.RML4 Sometimes authors thank the people who helped them with the book.
IRA Giving: The Birthday Swap FPC
Amy Rios

WAR.U3.RML3 Write a letter about your reading each week.
Amy Rios
SECTION FOUR: WRITING ABOUT READING
Umbrella 3: Writing Letters About Reading
WAR.U3.RML3 Write a letter about your reading each week.
LA.U10.RML1 Writers play with the way words look.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 10: Looking Closely at Print
LA.U10.RML1 Writers play with the way words look.
LA.U11.RML1 The front flap and back cover give information about the book.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 11: Noticing Text Resources
LA.U11.RML1 The front flap and back cover give information about the book.
WAR.U3.RML2 Share different ways you are thinking about a book in your letter.
Amy Rios
SECTION FOUR: WRITING ABOUT READING
Umbrella 3: Writing Letters About Reading
WAR.U3.RML2 Share different ways you are thinking about a book in your letter.
IRA Challenges: Abuela’s Weave FPC

Amy Rios

IRA Determination: Brontorina FPC
Amy Rios

IRA Challenges: Suki’s Kimono FPC
Amy Rios

IRA Determination: Tía Isa Wants a Car FPC
Amy Rios

IRA Giving: Sam and the Lucky Money FPC
Amy Rios

IRA Giving: Those Shoes FPC
Amy Rios

IRA Determination: Earrings FPC
Amy Rios

WAR.U3.RML1 Write a letter about your reading.
Amy Rios
SECTION FOUR: WRITING ABOUT READING
Umbrella 3: Writing Letters About Reading
WAR.U3.RML1 Write a letter about your reading.
IRA Challenges: Roller Coaster FPC
Amy Rios

LA.U10.RML2 Writers think about where to place the words and illustrations on the page.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 10: Looking Closely at Print
LA.U10.RML2 Writers think about where to place the words and illustrations on the page.
LA.U11.RML3 Sometimes authors give information in the author's note.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 11: Noticing Text Resources
LA.U11.RML3 Sometimes authors give information in the author's note.
LA.U10.RML3 Writers use punctuation in interesting ways.

Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 10: Looking Closely at Print
LA.U10.RML3 Writers use punctuation in interesting ways.
IRA Challenges: Courage FPC
Amy Rios

LA.U11.RML6 An author page gives information about the person who wrote the
book.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 11: Noticing Text Resources
LA.U11.RML6 An author page gives information about the person who wrote the book.
LA.U2.RML5 Think about whether the problem in the story seems real.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 2: Expressing Opinions About Books
LA.U2.RML5 Think about whether the problem in the story seems real.
LA.U11.RML5 Sometimes illustrators use endpapers to show important information
about the book.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 11: Noticing Text Resources
LA.U11.RML5 Sometimes illustrators use endpapers to show important information about the book.
WAR.U3.RML5 Reread your letter to be sure it makes sense.
Amy Rios
SECTION FOUR: WRITING ABOUT READING
Umbrella 3: Writing Letters About Reading
WAR.U3.RML5 Reread your letter to be sure it makes sense.
IRA Giving: My Rows and Piles of Coins FPC
Amy Rios

LA.U11.RML2 Sometimes authors write a dedication to honor or show they care
about someone.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 11: Noticing Text Resources
LA.U11.RML2 Sometimes authors write a dedication to honor or show they care about someone.
IRA Challenges: Mirette on the Highwire FPC
Amy Rios

IRA Determination: Galimoto FPC
Amy Rios

WAR.U3.RML6 Reread your letter to check your spelling, capitals, and punctuation.
Amy Rios
SECTION FOUR: WRITING ABOUT READING
Umbrella 3: Writing Letters About Reading
WAR.U3.RML6 Reread your letter to check your spelling, capitals, and punctuation.
WAR.U3.RML4 Provide evidence for your thinking in your letters.
Amy Rios
SECTION FOUR: WRITING ABOUT READING
Umbrella 3: Writing Letters About Reading
WAR.U3.RML4 Provide evidence for your thinking in your letters.
Planting the Trees of Kenya
Amy Rios
1. What caused the changes in Kenya while Wangari
was away at college?
◆ What effect would the changes in the land have
on the animals? How would this affect the
people?
◆ How do you think Wangari felt when she returned
to Kenya?
◆ What does Wangari mean when she says that
good soldiers should have guns in their right hands
and trees in their left?
◆ What would have happened if Wangari hadn’t
come back to Kenya?
Vocabulary: sacred, homestead, plantation, export, silt
LA.U13.RML1 A biography is the story of a person's life written by someone else.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 13: Understanding Simple Biography
LA.U13.RML1 A biography is the story of a person's life written by someone else.
LA.U2.RML4 Think about whether a character in a story seems real.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 2: Expressing Opinions About Books
LA.U2.RML4 Think about whether a character in a story seems real.
LA.U2.RML2 Tell what you think about an author and why.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 2: Expressing Opinions About Books
LA.U2.RML2 Tell what you think about an author and why.
LA.U8.RML3 Authors write books to get you to think about or do something.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 8: Thinking About the Author’s Purpose
LA.U8.RML3 Authors write books to get you to think about or do something.
LA.U13.RML3 Think about why the writer wrote a book about the person.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 13: Understanding Simple Biography
LA.U13.RML3 Think about why the writer wrote a book about the person.
LA.U2.RML1 Share your opinion and tell what made you think that.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 2: Expressing Opinions About Books
LA.U2.RML1 Share your opinion and tell what made you think that.
Ada's Violin
Amy Rios
1. If you walked around the town of Cateura, what do you think you would see, hear, and smell?
2. What did Ada’s grandmother Mirian teach her about music? What did her father teach her?
3. Favio Chávez changed Ada’s life. How did she spend her time before he arrived? How did she spend time after he arrived? What did he teach her about music and respect?
4. Problems and Solutions. In order to create the Recycled Orchestra, Favio Chávez had to solve several problems.
Explain how he solved the following problems:
• Problem #1: There were not enough instruments for the children.
• Problem #2: It wasn’t safe for the children to have expensive instruments.
• Problem #3: There were no classrooms.
• Problem #4: The children struggled as they learned to play their instruments.
5. How did Nicolás Gómez create musical instruments? What materials did he use?
6. Explain the meaning of the following sentence: “A symphony of sound helped to lift them [the gancheros] beyond the heat, the stench, and their aching backs.” In what ways did the music lift them?
7. What did the children in the Recycled Orchestra discover at the end of their performance with a world famous rock band? How do the words and illustrations show this?
8. Favio Chávez said, “The world sends us garbage. We send back music.” What does he mean by this?
9. Why do you think the author chose Ada’s Violin as the title of the book? How does Ada’s story help you understand the story of the Recycled Orchestra?
Working with a partner...
If you could ask Ada some questions, what would they be? With a partner, write down four to six questions. Here are some topics you could ask about:
• Life in Cateura
• Taking music lessons with Favio Chávez
• Getting her violin
• Playing in the Recycled Orchestra
• Thinking about the future
LA.U13.RML2 Authors of biographies usually tell about a person's life in the order it happened.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 13: Understanding Simple Biography
LA.U13.RML2 Authors of biographies usually tell about a person's life in the order it happened.
Spring After Spring
Amy Rios
Students will have turn and talk time and a written reflection. Students who need support will be paired with a peer who can assist them and I will help them as well.
LA.U2.RML3 Think about whether you would act the same way the character acts.
Amy Rios
SECTION TWO: LITERARY ANALYSIS
Umbrella 2: Expressing Opinions About Books
LA.U2.RML3 Think about whether you would act the same way the character acts.

Resources
Unit 5 End of Unit Project
HWOO - Explore Questions
Gather Questions
Gather Questions
HWOO - Explore Questions
See Think w
PebbleGo
PebbleGo
PebbleGo
PebbleGo
PebbleGo
PebbleGo
What is Activism?
Open Day 2
60 minutes - The Recyclers: From trash comes triumph

Unit 5 Organizations HWOO

Planning

Transdisciplinary theme
Sharing the planet
Transdisciplinary theme focus
rights and responsibilities in the struggle to share finite resources with other people and with other living things

Central idea

The survival of living things is connected to the habitat in which they live

Learner profile attributes
Reflective, Balanced

Key concepts
Causation, Connection, Form

Related concepts
Concepts
• Causation: interdependence
• Connection: necessity
• Form: habitats

Lines of inquiry
• The diversity of life in different habitats (habitats, form)
• The interdependence of plants and animals (interdependence, causation)
• The resources living things share and need (necessity, connection)

Approaches to learning
Research Skills
Research Skills
Research Skills (General)
Teaching the ATL skills
SEL Journeys - Responsible Decision Making

Subject standards
Social Studies
Economics
exchange and Markets

• ECO 2.3 - Describe the goods and services that people in the local community produce and those that are produced in other communities. (ECO 2.3)

English
Reading: Informational Text
Craft and Structure

• CCSS.ELA-LITERACY.RI.2.5 - Know and use various text features (e.g., captions, bold print, subheadings,
• glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (CCSS.ELA-LITERACY.RI.2.5)

Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RI.2.8 - Describe how reasons support specific points the author makes in a text. (CCSS.ELA-LITERACY.RI.2.8)
• CCSS.ELA-LITERACY.RI.2.7 - Explain how specific images (e.g., a diagram showing how a machine works)contribute to and clarify a text. (CCSS.ELA-LITERACY.RI.2.7)

Key Ideas and Details

• CCSS.ELA-LITERACY.RI.2.2 - Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (CCSS.ELA-LITERACY.RI.2.2)
• CCSS.ELA-LITERACY.RI.2.3 - Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (CCSS.ELA-LITERACY.RI.2.3)

Science
Biological Evolution: Unity and Diversity

Planning and Carrying Out Investigations

• 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats,

Ecosystems: Interactions, Energy, and Dynamics
Developing and Using Models

• 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Planning and Carrying Out Investigations

• 2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.

Implementing

Learning experience library

Explore- DK habitats website
Amy Rios

Singing: How Your Instrument Works
Amy Rios
Students will learn how and why their body works an instrument, how to hold their instrument so that it works best, and practice correct holding and use. Students will have time and be encouraged to self-assess.

Open-Habitat Video
Amy Rios
Begin with the North America Video.
Have students watch for mention of habitats and look for plants and animals in the different habitats.
You can watch once and then rewatch and pause to discuss different habitats.
Other continent links are also included.
Teacher reference about habitats also included.
We will focus on eight habitats: Polar, Tundra, Evergreen Forests, Seasonal Forests, Grasslands, Deserts,
Rainforests, and Oceans. Have students listen for these habitat names.
Immerse - Terrestrial and Aquatic Habitat Videos
Amy Rios
Terrestrial and Aquatic Habitats.
Discuss factors that are looked at for a habitat (temperature, precipitation, etc)
Notice plants and animals in each habitat.

Resources
Explore Aquatic Habitats - Types of Habitats for Kids
Explore Terrestrial Habitats - Types of Habitats for Children
https://www.dkfindout.com/us/animals-and-nature/habitats-and-ecosystems/land-habitats/
Untitled

Destination World | Nat Geo Kids

Unit 6 Plants and Habitats STP

Planning

Transdisciplinary theme
How we organize ourselves
Transdisciplinary theme focus
societal decision-making
the structure and function of organizations

Central idea
Government can provide an organizational structure to maintain order and achieve goals

Learner profile attributes
Balanced, Thinkers

Key concepts
Responsibility, Function, Form

Related concepts
Concepts
• Responsibility: impact
• Function: laws
• Form: government

Lines of inquiry
• The purpose of laws and how they work (laws, function)
• How governments work and are structured (government, form)
• The impact laws have on society and the potential power of people to change laws (impact, responsibility)

Approaches to learning
Self-management skills
Self-Management Skills
Self-Management Skills (General)
Teaching the ATL skills
SEL Journeys - Self Management

Subject standards
Social Studies
Civics
Processes, Rules and Laws

• CIV 3.7 - Explain how policies are developed to address public problems. (CIV 3.7)
• CIV 3.6 - Explain how rules and laws change society and how people change rules and laws. (CIV 3.6)

Participation and Deliberation: Applying Civic Virtues and Democratic Principles

• CIV 3.4 - Identify core civic virtues and democratic principles that guide government, society, and communities. (CIV 3.4)
• CIV 3.5 - Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues. (CIV 3.5)

Civic and Political Institutions

• CIV 3.2 - Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate. (CIV 3.2)
• CIV 3.3 - Explain how groups of people make rules to create responsibilities and protect freedoms. (CIV 3.3)
• CIV 3.1 - Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places. (CIV 3.1)

Economics
National Economy

• ECO 3.4 - Explain the ways in which the government pays for the goods and services it provides. (ECO 3.4)

English
Reading: Literature
Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RL.3.9 - Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) (CCSS.ELA-LITERACY.RL.3.9)

Key Ideas and Details

• CCSS.ELA-LITERACY.RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS.ELA-LITERACY.RL.3.1)

Connections: Transdisciplinary and past
Library Media

• Identify, explain and model library rules, expectations, policies, and procedures for behavior, circulation and book care.
• Identify the location of the different types of resources in the library
• Independently locate and checkout library book on appropriate reading level for pleasure reading or academic purpose/need
• Identify and use the ten classes of the Dewey Decimal System
• Listen to text to retell information and/or identify story elements (character, setting, plot/theme, problem, solution), recognize and discuss main idea/theme and supporting details

Books

• Octopus Stew by Eric Velazquez
• The proudest blue byIbtihaj Muhammad
• For which we stand by Jeff Foster
• If I ran for president by Catherine Stier
• Grace goes to Washington byKelly DiPucchio
• The youngest marcher by Cynthia Levinson

Implementing

Learning experience library
Guided Discoveries
Amy Rios
Teacher notes
Please remember to do these guided discoveries with your class:

• Fire drill
• Lockdown
• Computer and apps being used this year (Epic, Successmaker, PebbleGo, etc.)
• Playground & Recess Materials
• Bathroom
• Cafeteria
• Breakfast/lunch cleanup
• Recycling
• Lining up

Open - Hopes and Dreams
Amy Rios
Teacher notes
Day 1- Learning Goal
Day 2 - Social Goal
Immerse- Three Branches Rap
Amy Rios

Explore - Branches of Government Sort (2 days)
Amy Rios
Branches of Government Sort

RML LA U5: Understanding Fiction and Nonfiction Genres (2)
Amy Rios
(RML1–RML2-you will read samples from these books during the lesson)
LA.U5.RML1 There are different kinds of fiction books.
LA.U5.RML2 There are different kinds of nonfiction books.
Open: IB Learner Profile Attribute Intro
Amy Rios

Immerse - PebbleGo
Amy Rios
PebbleGo Intro. Teacher will model how to search. Social Studies, US, US Government. Then have
students login and try.
user: regmms
pass: school

Open - Provocation (2 days)
Amy Rios
Day 1: Provocation: What do you know about government? What jobs do people in government have?
Why do we have government?
Day 2:We want to learn about government. What questions could we investigate?
Immerse - Separate is Never Equal Book Discussion (2 Days)
Amy Rios
Day 1: What did we learn from Separate is Never Equal? How did the judicial branch of government help
change the unfair law?
Day 2: continue the discussion

Epic Book List - Government
Amy Rios

RML LA U2: Studying Authors and Illustrators (2)
Amy Rios
(RML1–RML2-after Patricia Polacco)
LA.U2.RML1 Learn about authors or illustrators by reading many of their books. LA.U2.RML2 Sometimes authors get ideas for their books from their own lives.
Immerse - Guest Speakers (see list)
Amy Rios
Guest Speakers:
First Selectman of Waterford - Rob Brule
City Council of New London - Efraim Dominquez
City Clerk of New London- Jonathan Ayala
Judge Emmett Cosgrove (retired)
Judge (Probate) of New London - Matt Greene
Mayor of Groton - Keith Hedrick
Mayor of New London - Michael Passero
Stonington Board of Education - Heidi Simmons

RML WAR U1: Introducing a Reader’s Notebook (6)
Amy Rios
WAR.U1.RML1 Collect your thinking in your reader's notebook.
WAR.U1.RML2 Write the title and author of each book you read on your reading list.
WAR.U1.RML3 Write the genre of each book on your reading list.
WAR.U1.RML4 Keep a tally of the kinds of books you read.
WAR.U1.RML5 Write E (easy), JR (just right) or D (difficult) for each book on your reading list.
WAR.U1.RML6 Follow the guidelines in your reader's notebook to do your best reading and writing work.
Explore - Pebble Go
Amy Rios
Students select an article or 2 to read or listen to about US Government and then share with a partner.

Immerse: Book Discussion: Lillian’s Right to Vote
Amy Rios
Day 1: Discussion of Lillian’s Right to Vote -How does Lillian show that she was Balanced and a
Communicator?
Day 2: see PDF
Immerse : Book Discussion: She was the First! The Trailblazing Life of Shirley Chisholm (2 Days)
Amy Rios
Day 1: Discussion:How does Shirley show that she was Balanced and a Communicator?
Day 2:Discussion: What do you know about legislative branch? What laws did Shirley help to pass?

Immerse- Arthur Episode: Becoming a Citizen
Amy Rios

RML LA U3: Giving a Book Talk (4)
Amy Rios
LA.U3.RML1 A book talk is a short talk about a book (or series of books) you want to recommend.
LA.U3.RML2 Start with a good lead and end in a way that hooks your classmates.
LA.U3.RML3 Write a few notes and page numbers on sticky notes to prepare for your book talk.
LA.U3.RML4 Learn how to give a good book talk.
RML LA U1: Thinking and Talking About Books (4)
Amy Rios
LA.U1.RML1 Think about the books you read and share your thinking with others.
LA.U1.RML2 Turn and talk to share your thinking.
LA.U1.RML3 When you read, mark places you want to talk about.
LA.U1.RML4 Share your opinion and support it with evidence.
IRA (3-5) - Humorous Stories
Amy Rios
What makes these books funny?
Bedhead (1-can skip)
The Perfect Pet (1-can skip)
The Great Fuzz Frenzy (2)
Those Darn Squirrels! (4)
Big Bad Bubble (3)
IRA (4-5) - The Importance of Kindness (F&P)
Amy Rios
Why is it important to be kind to others?
Enemy Pie (1-can skip)
Sophie's Masterpiece: A Spider's Tale (2)
Last Day Blues (2)
Under the Lemon Moon (2)
The Can Man (4)
RML MGT U1: Working Together in the Classroom (4)
Amy Rios
MGT.U1.RML1 Show respect to each other.
MGT.U1.RML2 Use an appropriate voice level.
MGT.U1.RML3 Find ways to solve problems when the teacher is working with others.
MGT.U1.RML4 Return materials to where they belong.

IRA (3-4) - Janell Cannon
Amy Rios
How does an author/illustrator make decisions to interest readers?
Stellaluna (5)
Verdi (3)
Crickwing (2)
Pinduli (0-can skip)
RML MGT U2: Exploring the Classroom Library (3)
Amy Rios
MGT.U2.RML1 Some books in the classroom library are organized by author, illustrator or topic.
MGT.U2.RML2 Some books in the classroom library are organized by genre.
MGT.U2.RML3 Take good care of the books in the classroom library.
IRA - What is government? (UOI Text Set)
Amy Rios
What is government?
IRA (1-5) - Exploring Memory Stories (F&P)
Amy Rios
What makes some memories special?
My Rotten Redheaded Older Brother (1-can skip)
The Printer (1-can skip)
Grandma's Records (1-can skip)
Saturdays and Teacakes (2)
Family Pictures (0-can skip)
IRA (4-5) - Patricia Polacco (F&P)
Amy Rios
How does an author/illustrator make decisions to interest readers?
Meteor! (4)
The Keeping Quilt (3)
Thunder Cake (3)
Some Birthday! (3)
The Bee Tree (1-can skip)

RML MGT U3: Getting Started with Independent Reading (5)
Amy Rios
MGT.U3.RML1 Read a book or write your thoughts about your reading.
MGT.U3.RML2 Choose books that you want to read.
MGT.U3.RML3 Choose books that are just right for you.
MGT.U3.RML4 After a good try, you may have a reason to abandon a book.
MGT.U3.RML5 Keep your books and materials organized in your personal box.
Open- Creating Essential Agreements (Laws/Rules)

Amy Rios
Part 1: Intro
What if we had no rules? What would the classroom look like/sound like/feel like? Why do we need them?
Individual
Keeping in mind your Hopes and Dreams, create a list of rules for the classroom.
Part 2: Small groups/partners
Share/Compare your rules and give a reason why you believe this rule is important.
Are there any similarities/differences? What might you change/add?
Whole group*
On chart paper, brainstorm their ideas.
As a group, agree on 3-5 rules for the class.
*Can be part 3 if needed
Teacher notes
See student instructions
Take picture of brainstormed list of class rules and kids working together
Inquiry Strategies
Claim, Support, Question
Imagine If
Think. Pair, Share

CT Historical Society
Amy Rios

Immerse- I'm Just a Bill (School House Rock)
Amy Rios
I'm Just a Bill (School House Rock)

Resources
Cardigan Jones Video
HWOO Puentes Book Collection on Epic
MGT.U1 Working Together in the Classroom (4)
MGT.U2 Exploring the Classroom Library (3)
LA.U1 Thinking and Talking About Books (4)
LA.U2 Studying Authors and Illustrators (RML1-RML2-With Patricia Polacco) (2)
LA.U5 Understanding Fiction and Nonfiction Genres (RML1-RML2-you will read samples from these books during the lesson) (2)
LA.U5 Understanding Fiction and Nonfiction Genres (RML1-RML2-you will read samples from these books during the lesson) (2)
LA U3 Giving a Book Talk
Mgt.U3-Getting Started Independent Reading (5)
Mgt.U3-Getting Started Independent Reading (5)
LA U3 Giving a Book Talk
LA.U5 Understanding Fiction and Nonfiction Genres (RML1-RML2-you will read samples from these books during the lesson) (2)
LA.U5 Understanding Fiction and Nonfiction Genres (RML1-RML2-you will read samples from these books during the lesson) (2)
MGT.U1 Working Together in the Classroom (4)
MGT.U2 Exploring the Classroom Library (3)
LA.U1 Thinking and Talking About Books (4)
LA.U2 Studying Authors and Illustrators (RML1-RML2-With Patricia Polacco) (2)
There are different
LA.U5 Understanding Fiction and Nonfiction Genres (RML1-RML2-you will read samples from these books during the lesson) (2)
3BranchesofGovernmentSortWorksheet
The Trial of Cardigan Jones: Read Aloud
Three Branches Rap - Smart Songs
Lillians Right to Vote
Becoming a Citizen | ARTHUR | PBS LearningMedia
HopesAndDreamsGrade3_social
HopesAndDreamsGrade3_learning
IB Learner Profile: An Intro
GR 3 HWOO Book Collection on Epic
IBPYPCompleteUnitofGovernmentStructuresCivicsCitizensCivilRights-1 (dragged)
The Fundamental Orders of Connecticut: Creating Connecticut’s Government - Connecticut
Historical Society
Reflecting

Teacher reflections
Ongoing reflection

Ellen Cecilia Hill 1:45 pm, 19th Oct 2023
*IRAs and videos are critical for understanding these concepts - students have limited Prior
Knowledge

Ellen Cecilia Hill 1:44 pm, 19th Oct 2023
*The team meets informally and formally to discuss strategies and Glows & Grows

Ellen Cecilia Hill 1:37 pm, 19th Oct 2023
*Responses during IRAs, taking responsibility for their actions during Social conferences

Ellen Cecilia Hill 1:34 pm, 19th Oct 2023
*Discussed Learner Profiles & SEL lessons

Ellen Cecilia Hill 1:33 pm, 19th Oct 2023
*Responsive Classroom Rules and Routines

Ellen Cecilia Hill 1:33 pm, 19th Oct 2023
*IRAs, videos, 3 branches of Government Sort

Unit 1 Government HWOO

Planning

Transdisciplinary theme
How the world works
Transdisciplinary theme focus
the impact of scientific and technological advances on society and on the environment

Central idea
Innovation can lead to technological advancement and have an impact on society.

Learner profile attributes
Inquirers, Risk-takers

Key concepts
Causation, Function, Change

Related concepts
Concepts
• Causation:forces and motion
• Function: scientific principles
• Change: innovation

Lines of inquiry
• Understanding how forces and motion interact (forces and motion, causation)
• How individuals utilize scientific principles to innovate (scientific principles, function)
• How innovation can result in technological advancement and change how things are done
(innovation, change)

Approaches to learning
Communication Skills
Communication Skills
Communication Skills (General)
Teaching the ATL skills
SEL Journeys - Relationship Skills

Subject standards
Physical Education
Manipulative
Overhand throw
Throws overhand, demonstrating 3 of the 5 critical elements of a mature patterns, in non-dynamic environments (closed skills), for distance and/or force.
catching

• Catches a gently tossed hand-size ball from a partner demonstrating 4 of the 5 critical elements of a mature pattern.

Passing and receiving with feet

• Passes and receives a ball with the insides of the feet to a stationary partner "giving" on reception before returning the pass.

Working with others
Interactions

• Works cooperatively with others.

Accepting Feedback
Interactions

• Accepts and implements specific corrective feedback from the teacher.

Personal Responsibility
Interactions

• Exhibits personal responsibility in teach- er-directed activities.

Engages in Physical Activity
Interactions

• Engages actively in the activities of physical education class without teacher prompting.

Movement concepts
Speed, direction, force

• Combines movement concepts (direction, levels, force, time) with skills as directed by the teacher.

Space

• Recognizes the concept of open spaces in a movement context.

Rules and Etiquette
Interactions

• Recognizes the role of rules and etiquette in physical activity with peers.

Social Studies
History
Change, Continuity and Context

• HIST 3.1 - Create and use a chronological sequence of related events to compare developments that happened at the same time. (HIST 3.1)
• HIST 3.2 - Compare life in specific historical time periods to life today. (HIST 3.2)
• HIST 3.3 - Generate questions about individuals who have shaped significant historical changes and continuities. (HIST 3.3)

Music
Connecting
Connect

• MU:Cn11.0.3a - Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. (MU:Cn11.0.3a)

Science
Engineering Design
Asking Questions and Defining Problems

• 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Constructing Explanations and Designing Solutions

• 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Planning and Carrying Out Investigations

• 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Motion and Stability: Forces and Interactions
Asking Questions and Defining Problems

• 3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
• 3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.

Planning and Carrying Out Investigations

• 3-PS2-2 Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.
• 3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

English
Reading: Informational Text
Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RI.3.9 - Compare and contrast the most important points and key details presented in two texts on the same topic. (CCSS.ELA-LITERACY.RI.3.9)
• Key Ideas and Details
• CCSS.ELA-LITERACY.RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS.ELA-LITERACY.RI.3.1)
• CCSS.ELA-LITERACY.RI.3.2 - Determine the main idea of a text; recount the key details and explain how they support the main idea. (CCSS.ELA LITERACY.RI.3.2)

Writing
Production and Distribution of Writing

• CCSS.ELA-LITERACY.W.3.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) (CCSS.ELA-LITERACY.W.3.4)
• CCSS.ELA-LITERACY.W.3.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of
• Language standards 1-3 up to and including grade 3 here.) (CCSS.ELA-LITERACY.W.3.5)
• Text Types and Purposes
• CCSS.ELA-LITERACY.W.3.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS.ELA-LITERACY.W.3.2)

Prior learning
Pre-unit survey about inventions (words and sketches)
Pre-unit survey force, magnetism, gravity

Connections: Transdisciplinary and past
Physical Education: Students will learn how different forces and motion change with different sports skills. They will learn how the use of different forces changes the motion of the object they are using. They will apply this to kicking (soccer), striking with an implement and throwing skills.

Teacher questions
Why do people invent?
What is the difference between invention and innovation? (invention is something new vs
innovation which is adapting and making better anexistingitem) - Jeff
How are inventions modified to make them better?(See Above, but this might be a perfect time to
talk about the difference between invention and innovation. - Jeff)
What is the process of invention? (creating, recording and understanding data, trial and error,
accident, etc.)
What is a fair test?
What properties of magnets and gravity can be usedfor invention?
What is theimpact of this invention on society and/or the environment?

Implementing

Learning experience library
#12 Identify: IDEO Shopping Cart Video
Amy Rios
condom reference between 4:47 and 4:52
#11 Explore - How Liquids Impact a Magnet Experiment
Amy Rios

#10 Explore- Pebble Go Inventors and Inventions
Amy Rios
Pebble Go -
Biographies-Inventors and Business Leaders
Science-Important inventions
Science-Science and Engineering Practices
Pebble Go Next -
Social Studies - Technology and Society
Science - Technology - Computers
#9 PART 1 Explore - The Discovery of Magnets
Amy Rios

#8 Explore Magnetism - Paperclip Chain
Amy Rios
Students will temporarily make paperclips magnetic! Check out the link for the materials and procedure.
#7 Explore Brain Pop
Amy Rios
Brain Pop Jr.
Science-Forces (5 videos, including Magnets)
Science-Pushes and Pulls
Brain Pop
Motion, Forces and Time (24 videos)
#6 Immerse- Magnets
Amy Rios

#5 Immerse: Frisbees
Amy Rios
Have students work in groups and experiment with different types of frisbees. Between rotations, discuss results (How well did it fly? What material was it made from?, etc.).
#4 Immerse- Latino Inventors
Amy Rios

#1 Open: Ellen Degeneres Kid Inventor
Amy Rios
Show the 2 videos of kid inventors on Ellen.
Ask students...
-what did these kids invent?
-why did they invent them?
-what are examples of other inventions/inventors that you can think of?
Cool inventions video - kids can be inventors too. Innovate to solve problems.
IRA - UOI Text Set
Amy Rios

#12 Identify - Determine a Problem
Amy Rios
Choices:
Shopping cart:
Shopping cart video. Examples of problems are given, kids can generate more problems. Students
create ways to innovate the shopping cart.
Innovating Games
What games do you play or watch?Make a list of games and sports. What makes them fun or exciting?
What would make them more fun or exciting? Are there any boring parts? Problems?
Invention/Innovation based on a everyday problem
Make a list of things that kids use every day, think about how to make them better. What are some
problems that you encounter? What do you use and could it be better?
RML LA U14: Thinking About the Topic in Nonfiction Books (6)
Amy Rios
LA.U14.RML1: Writers have opinions about the topics they write about.
LA.U14.RML2: Think about why the topic of the book is important.
LA.U14.RML3: Think about what you know about a topic before you read and what you learned after you read.
LA.U14.RML4: Sometimes authors divide a topic into smaller topics.
LA.U14.RML5: You can learn about the same topic from several nonfiction books.
LA.U14.RML6: Think about the quality and accuracy of the nonfiction books you read.
#13 (Multiple Days) Gather and Create -
Amy Rios
-Shopping cart example whole class and then ask students to think about something they use every day
that they could improve.
-Innovate a game - wiffle ball, frisbee, a card game, etc.
-Identify a problem and create a solution (drawing or model)
-skimmer boat challenge
-maglev challenge (only if someone magical gets the two pages of materials)
RML LA U12: Studying Biography (7)
Amy Rios
LA.U12.RML1: Biographies are alike in many ways.
LA.U12.RML2: The definition of biography is what is always true about it.
LA.U12.RML3: A biography is the story of a person's life written by someone else.
LA.U12.RML4: The author includes facts about a person's life.
LA.U12.RML5: Think about why the author wrote a book about the person.
LA.U12.RML6: The author usually tells about a person's life in the order it happened.
LA.U12.RML7: The author of a biography gives an important message.
RML LA U23: Understanding Character Feelings, Motivations, and Intentions (4)
Amy Rios
LA.U23.RML1: What the characters think, say, and do shows how they are feeling.
LA.U23.RML2: What the characters say and do shows how they feel about each other.
LA.U23.RML3: Think about what the characters really want.
LA.U23.RML4: What you know about the character can help you predict what the character will do next.
#9 PART 2 (same day as Part 1) Explore - Magnetism
Amy Rios

Epic Book List
Amy Rios

RML WAR U2: Using a Reader's Notebook (6)
Amy Rios
WAR.U2.RML1 Make a list of the books you want to read.
WAR.U2.RML2 Make a list of the books you recommend.
WAR.U2.RML3 Write a book recommendation.
WAR.U2.RML4 Tell how a book reminds you of another book.
WAR.U2.RML5 Keep a tally of the kinds of writing about reading you do in your notebook.
WAR.U2.RML6 Put the minilesson principles in your reader's notebook so you can use them when you need to.
#14 Evaluate: Innovation Rubric
Amy Rios

Students use rubric to plan their innovation projects, and then use them again after presenting to self-
assess. Teacher uses same rubric sheet to assess students.

#3 Immerse: Brain Pop: Engineering and Design Process video (5:00)
Amy Rios

RML LA U11: Studying Informational Books (4)
Amy Rios
LA.U11.RML1: Informational books are alike in many ways.
LA.U11.RML2: The definition of an informational book is what is always true about it.
LA.U11.RML3: The author of an informational book gives facts about a topic.
LA.U11.RML4: The author of an informational book organizes the facts in several ways.
Immerse OPTIONAL - 11 Kid Inventors Break Down Their Greatest Inventions | The New Yorker
Amy Rios
#1 OPTIONAL Open Video: Kid Creations
Amy Rios

#2 Immerse-What is technology?
Amy Rios
Discussion: What is technology? (something that makes our lives easier)
Idea: could show a variety of pictures and say that all of these are in a group together (could also contrast with a group of things like trees, dirt, etc) and discuss why are they together. After generalizing to that they make life easier, could introduce term technology. Reinforce not just electronic examples.

Learning experiences
Library19-20:Students will learn about making choices and responsibilities that demonstrate the
IB attributes of risk-taker and being principled. Books will be introduced to illustrate being responsible and being caring individuals who show respect for our library materials. Books- Responsibility By- Lucia Raatma Citizenship By- Lucia Raatma

Resources
ABC Nightline - IDEO Shopping Cart
ABC Nightline - IDEO Shopping Cart
G3 HTWW Puentes Book Collection on Epic
LA U12-Studying Biography (7)
LA U14-Thinking About the Topic in Non-Fiction Books (6)
LA U11-Studying Informational Books (4)
LAU23- Understanding Character Feelings, Motivations, Intentions (4)
WAR U2-Using a Reader's Notebook (6)
G3 HTWW Book Collection on Epic
IRA Whoosh!
Innovations Rubric
2019 Summer Academic Support Confirmation-English

The Discovery of Magnets
Magnetism | #aumsum #kids #science #education #children
Science Max | MAGNETS - PART 1 | Science Max Season1 Full Episode | Kids Science
How Liquids Impact a Magnet Experiment
Fun with Magnets!
Use a Magnet to Make a Paperclip Chain Science Experiment
11 Kid Inventors Break Down Their Greatest Inventions | The New Yorker
💡INVENTOS e INVENTORES - canción divertida para niños - 123 Andrés “Una idea tengo yo”
La Tecnología - Canción para niños - 123 Andrés - Ciencia y naturaleza
All About Cool Inventions! | Nat Geo Kids Cool Inventions Playlist
5 Famous Latinos for Kids: Hispanic Heritage Month
10 Inspiring Hispanic Inventors (and Crafts for Kids!) • Bilingually Yours
Latino Inventors They Don’t Teach You in School
tech example:non examples
PebbleGo
PebbleGo
What is Technology?
CT Invention Convention
CT Invention Convention
PebbleGo
PebbleGo
All About Cool Inventions! | Nat Geo Kids Cool Inventions Playlist
21 Inventions and Firsts That Originated From Connecticut — Local Connecticut
Engineering and Design Process - BrainPOP Jr.
Great Kid Inventions!
Brilliant Kid Inventors!
Brilliant Kid Inventors!
5 Amazing Kid Inventions

Reflecting

Teacher reflections
Ongoing reflection

Lucy Ann Regan 2:26 pm, 16th Nov 2023
Read alouds. HOTS sessions on puppetry and songwriting woven in the themes of
innovations, creativity, inventiveness, and force and motion. Videos on magnetism and Kid
inventors. Exploration of magnets.

They were inquirers and risk-takers working with their partners to create puppets, write
songs, and present their work to classmates.
Lauren in P.E. is working on throwing and catching- force and motion.
Kevin in music did something, too.

Unit 2 Invention and Inventors HTWW

Planning

Transdisciplinary theme
Who we are
Transdisciplinary theme focus

Central idea
Our knowledge of cultures can influence how we interact with others.

Learner profile attributes
Reflective, Open-minded

Key concepts
Causation, Connection, Form

Related concepts
Concepts
• Causation: culture
• Connection: beliefs and values
• Form: artifacts

Lines of inquiry
• How historical artifacts can illustrate human culture (artifacts, form)
• How beliefs and values connect to daily life (beliefs and values, connection)

• The ways that indigenous peoples affect the history and culture of a place (culture,
causation)

Approaches to learning
Social Skills
Social Skills
Social Skills (General)
Teaching the ATL skills
Self Awareness - SEL Journeys

Learning goals and success criteria
The beliefs we have about different groups (bias, perspective)
Criteria:
Students will be able to differentiate between discriminatory acts and differences of
opinions/unkind actions.
Differentiate provide an example that shows bias
Give reasons for the example which has been chosen as bias
How experiences can impact how we treat others (discrimination, causation)
Criteria: graphic organizer that shows causation between two actions/ideas/experiences
(because I experienced _______, I (took this action))
What it means to respect ourselves and others (respect, change)
Criteria: Explain how someone demonstrated respect towards themselves or others. How did
this person demonstrate being an ally and/or change agent (identify type ofdiscrimination. how
it harmed the other person, what action step someone took? How does this inspire you to act in
your own life?
Unit Assessment
Criteria:
There are different types of discrimination
There are different degrees ofdiscrimination
Importance oftaking actionif they see something that is discrimination-and can be something
small
Different people have different needs and not giving it to them is discrimination
(Jo note: Just because I give ___ to person A, and ___ to person B, it doesn’t mean I’m
discriminating, I am trying to provide equal access based on need, Failing to consider or refusing
to provide access can be a form of discrimination)

Subject standards
Visual Art
Responding

Analyze

• VA:Re8.1.3a - Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood. (VA:Re8.1.3a)

Connecting
Relate

• VA:Cn11.1.3a - Recognize that responses to art change depending on knowledge of the time and place in which it was made. (VA:Cn11.1.3a)

Presenting
Share

• VA:Pr6.1.3a - Identify and explain how and where different cultures record and illustrate stories and history of life through art. (VA:Pr6.1.3a)

Social Studies
History
Perspectives

• HIST 3.5 - Describe how people’s perspectives shaped the historical sources they created. (HIST 3.5)
• HIST 3.4 - Explain connections among historical contexts and people’s perspectives at the time. (HIST 3.4)

Historical Sources and Evidence

• HIST 3.9 - Generate questions about multiple historical sources and their relationships to particular historical events and developments. (HIST 3.9)
• HIST 3.8 - Infer the intended audience and purpose of a historical source from information within the source
• itself (HIST 3.8)
• HIST 3.10 - Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic. (HIST 3.10)
• HIST 3.7 - Compare information provided by different historical sources about the past. (HIST 3.7)
• HIST 3.6 - Summarize how different kinds of historical sources are used to explain events in the past (HIST 3.6)

Change, Continuity and Context

• HIST 3.1 - Create and use a chronological sequence of related events to compare developments that happened at the same time. (HIST 3.1)
• HIST 3.2 - Compare life in specific historical time periods to life today. (HIST 3.2)
• HIST 3.3 - Generate questions about individuals who have shaped significant historical changes and continuities. (HIST 3.3)

English
Reading: Literature
Key Ideas and Details

• CCSS.ELA-LITERACY.RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (CCSS.ELA-LITERACY.RL.3.3)
• CCSS.ELA-LITERACY.RL.3.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (CCSS.ELA-LITERACY.RL.3.2)

Craft and Structure

• CCSS.ELA-LITERACY.RL.3.6 - Distinguish their own point of view from that of the narrator or those of the characters. (CCSS.ELA-LITERACY.RL.3.6)

Writing
Text Types and Purposes

• CCSS.ELA-LITERACY.W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS.ELA-LITERACY.W.3.3)
• CCSS.ELA-LITERACY.W.3.3.A - Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS.ELA-LITERACY.W.3.3.A)
• CCSS.ELA-LITERACY.W.3.3.B - Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (CCSS.ELA-LITERACY.W.3.3.B)
• CCSS.ELA-LITERACY.W.3.3.C - Use temporal words and phrases to signal event order. (CCSS.ELA-LITERACY.W.3.3.C)
• CCSS.ELA-LITERACY.W.3.3.D - Provide a sense of closure. (CCSS.ELA-LITERACY.W.3.3.D)

Connections: Transdisciplinary and past
Art

• Examine Pequot logo as a class. Talk about how symbols can communicate beliefs and values.
• Independently, examine different Pequot flags. Note similarities and differences.
• Students will reflect on their own beliefs and values and design their own symbol.
• Share symbol with classmates to find common ground.
• Students will create clay pots to carve their symbols into.

Teacher questions
• What are the histories of the towns, landmarks, and geographical features that are named after indigenous peoples in Connecticut? • How have indigenous peoples affected the history and culture of Connecticut? • How were indigenous peoples in Connecticut similar to indigenous
peoples in surrounding regions? How were they similar?• How did various groups use the rivers and other geographic features in Connecticut to develop communities and economic systems?• What was the significance of Connecticut’s contribution to America’s story? Are there specific
events and/or periods in America’s history where Connecticut played a major role? • Analyze how your local community has contributed to Connecticut’s story, past and present. Are there specific events and/or periods in Connecticut’s history where your town played a major role? • What
historical monuments and memorials exist in your town? Why were the events and individuals that these monuments and memorials were created for significant for your community?

Student questions

Implementing

Learning experience library
Open - Gallery Walk
Amy Rios
Print photos and attach to large paper to put up around the room, leaving room for students to write any noticings and wonderings in a "silent conversation."
The last material (WWA gallery walk pix) has all the photos in one document to print more easily. :)
Immerse - I value _____, so I believe _______.
Amy Rios
Examples:
I believe...
sustainability... is critical, can be achieved, and requires sacrifice.
animals...friends not food, all life is important, right to live; we are all connected.
family...most important, defines us/shapes us, traditions build relationships/moments.
women's equality...women should earn equal to men, women deserve the same rights, no traditional
gender roles.
Identify- Tribal Research
Amy Rios
Identify an item to research across several tribes.
Day 1: Model how to gather information about the object and the beliefs and values tied to it and
complete the worksheet.
**Pottery, Housing/Homes, Jewelry, Clothing, Baskets, Food, Family Life, Government, Traditions. (Use
beliefs tab to check and connect)**
Day 2: Have students research their item on PebbleGo Next and complete the worksheet
Day 3:Have students research their item on PebbleGo Next and complete the worksheet for other tribes.

Art-Mohegan Uniforms Symbols
Amy Rios

Immerse - Reclaiming the Waterways
Amy Rios
Online Exhibit from Pequot Museum
Explore or Gather - Pebble Go Next
Amy Rios

Pebble Go Next
-American Indian History
Photos from Pequot Museum
Amy Rios

Immerse - Pebble Go Next - Pequot
Amy Rios
Pebble Go Next
-American Indian History
-Northeast Tribal Nation
-Pequot
(also nearby - Wampanoag - link below)
Links include timelines and videos.
2nd page of "activity" PDF is about wampum and values.
Immerse 1 Values Worksheet
Amy Rios

Holiday Postcards
Amy Rios
Let your family and friends know of all the exciting things you did during the holidays. Find out how!
1. Fold an A-4 sized paper into half and ✂️ cut it. (Take the help of a grown-up while working with scissors)
2. On one side, draw ✍️ a picture or paste a 📸 photograph that describes your 🏞 holiday. The picture could be:
An activity like reading, baking, gardening, or playing
A picture from your vacation - a place you have visited or plan to visit.
3. Write ✍️ a short message on the other side of the ✉️ postcard using the writing prompts given in the
Toddle Workbook.
4. After you have completed your holiday postcard, share a picture of your postcard on Toddle Student
App.
Teacher notes
This learning experience can be assigned to students in grades K-5.
It is a simple, low-prep learning experience that can be easily assigned at home or at class. Most of these involve a grown-up or parent just to have more family involvement.
Based on the age group students belong to, they can be redirected to use relevant prompts and
share experiences.
Students in grades 3-5 can be introduced to postcard writing by showing them where to add the address, place a stamp, add the receiver's details, etc.
Please Note: The resources/links that have been created and shared in this unit are *copyright free* to the best of our knowledge. Teachers can modify and use resources to best meet the needs of their students, and this in no way is an exhaustive list of resources.
Immerse - CT Historical Society Visit
Amy Rios
Paid program $150 per class.

History Detectives: Exploring Native American Life.
HOTS Workshop
Amy Rios

Music: Understanding Ensembles: A Matter of Perspective
Amy Rios
Students explore "Perspective" through the lens of a musician in both singing and drumming ensembles.
Students will the practice taking into consideration the musical experience of different musicians in other parts of the ensemble and the audience through rehearsals, assessment (student and teacher), and performance. Students will be teacher-assessed (cumulative) with a rubric that focuses on overall performance and technique.
Spanish-Cesar Chavez
Amy Rios
Students will read the story of Cesar Chavez in Spanish
discover what a boycott is and what it accomplishes.
discussion-what makes a person a change agent?
Art - Symbols/Flags
Amy Rios
Immerse - Virtual Museum Trip (Mohegan)
Amy Rios
Link goes to artifacts.
Anything under "explore" could be used.
Immerse - Brainstorm Values List... (completed before I value, so i choose...
experience)
Amy Rios
Example of Brainstorm list:
animals; play; honesty/trustworthy; empathy/kindness/compassion; family; culture/traditions/language; environment (water), sustainability (nature); education; peace; equality/equity; generosity; life; knowledge/wisdom; connection; relationships/friendship/ religion/spirituality; fun/health (emotional, physical, mental)/wellness; time; travel.
Immerse - Dolls of Native Culture
Amy Rios
Online Exhibit from Pequot Museum
WWA - Epic Book List
Amy Rios

Immerse - Vocabulary Word Map on beliefs & values
Amy Rios

Open-Pequot Museum Virtual Tour
Amy Rios
First half, through the Pequot Village and Wampum section. Stop at about 12 minutes.
IRA Racism Native Americans (3)
Amy Rios
Guiding questions for discussion and written reflection:
What is the setting for this story (time and place)? (form)
In what ways were the characters in the story differ? (form)
How did the difference(s) impact the events in the story? (causation)
What were the different perspectives about the situation? (directly stated or inferred) (perspective)
How did this experience influence a character’s beliefs? Values? (change)
How did this experience change what a character thought about him/herself? (change)
How did this experience(s) impact the character’s actions? (causation)
How did these actions impact other people? (change)
How are these relationships similar and different as compared to other stories we have read? to today?
(perspective)
How is the concept of change seen in this story? Perspective? Causation?
Optional Reflection: Write a response using two or more of these sentence starters:
I learned...
I didn’t know...
I was surprised...
I think it was (fair/unfair) because...
If this had happened to me, I would have felt...

Resources
What are your values_ Gr 3 WWA
Tribal Research Notes Page
Google Docs: Sign-in
G3 WWA Puentes Book Collection on Epic
How to write a postcard? | Here are easy steps -
WAR.U4 Writing About Fiction Books in a Reader's Notebook (RML6) (1)
LA.U25 Thinking About Character Change
WAR.U4 Writing About Fiction Books in a Reader's Notebook (RML5) (1)
LA.U24 Understanding Character Traits (5)
LA.U17 Studying Realistic Fiction (8)
LA.U17 Studying Realistic Fiction (8)
LA.U21 Thinking About the Setting in Fiction Books (3)
WAR.U4 Writing About Fiction Books in a Reader's Notebook (RML1-RML3) (3)
LA.U21 Thinking About the Setting in Fiction Books (RML1-RMML3) (3)
LA.U22 Understanding Plot (4)
SAS.U1 Monitoring, Searching, and Self-Correcting

Regional Multicultural Magnet School School code: 000000

Page 9 / 11

WWA Book Collection on Epic
pequot museum 5
wigwam
wood working tools
spirituality
pequot_farming
pequot museum 3
Wampum
pequot museum 4
Tribal_Territories_Southern_New_England
powwow Mohegan Wigwam Festival
pequot museum
Baskets
Pequot Photo
pequot fort at mystic
Hunting tools
Mohegan-Wigwam-Festival-53-900x900
Mortar and Pestil
Logo Pequots
modern native americans
Logo Mohegan
Quinn Flags – Promotional Flag, Banners & Trade Show Displays!
Nike WNBA Uniform Collection - Connecticut Sun
Sign in - Google Accounts
The Mashantucket Pequot Museum & Research Center Virtual Tour
Classroom Outreach Programs - Connecticut Historical Society
Mohegan Tribe Artifacts | The Mohegan Tribe
Reclaiming the Waterways - The Mashantucket Pequot Museum & Research Center - Google
Arts & Culture
Neetôpáwees - The Mashantucket Pequot Museum & Research Center - Google Arts &
Culture
PebbleGo
PebbleGo
PebbleGo
Indian boarding schools - Bing video
civil rights movement - Bing video
Indian boarding schools - Bing video

Shining Star
Ruby Bridges
LEt the Children MArch
Sit In
If a Bus Could Talk
Change of Heart

Teacher reflections
Ongoing reflection

Joanne Huber 2:36 pm, 18th Jan 2024
Students will share their informational brochures with other third grade classes.

Notes
Ongoing reflection

 

Joanne Huber 2:18 pm, 15th Feb 2024
Fix end of the unit project! We can't actually make the brochures on the chromebook. What
do we want to do?

Joanne Huber 2:36 pm, 18th Jan 2024

Contact Davis and share feedback about making the presentation shorter and more
interactive.

Unit 3 Representations of Indigenous People WWA

Planning

Transdisciplinary theme
How we express ourselves
Transdisciplinary theme focus

Central idea
The role truth and creativity may play in evoking activism as a form of expression.

Learner profile attributes
Principled, Communicators

Key concepts
Responsibility, Causation, Perspective

Related concepts
Concepts
• Responsibility: information
• Causation: activism
• Perspective: creativity

Lines of inquiry
• The role true and false information can play in activism (information, responsibility)
• The ways activists communicate their message (creativity, perspective)

• Events that have caused significant acts of activism (activism, causation)

Approaches to learning
Communication Skills
Communication Skills
Communication Skills (General)
Teaching the ATL skills
Students read critically/use a variety of strategies to communicate a message effectively.
SEL Journeys - Social awareness

Subject standards
Social Studies
Economics
Economic Decision-Making

• ECO 3.1 - Compare the benefits and costs of individual choices. (ECO 3.1)

History
Causation and Argumentation

• HIST 3.11 - Explain probable causes and effects of events and developments. (HIST 3.11)

Geography
Human Population: Spatial Patterns and Movement

• GEO 3.9 - Analyze the effects of catastrophic environmental and technological events on human settlements and migration (GEO 3.9)

Geographic Representations and Spacial Views of the World

• GEO 3.2 - Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics. (GEO 3.2)

Science
Biological Evolution: Unity and Diversity
Engaging in Argument from Evidence

• 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Earth's Systems
Analyzing and Interpreting Data

• 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Obtaining, Evaluating, and Communicating Information

• 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.

English

Reading: Literature
Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RL.3.7 - Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) (CCSS.ELA-LITERACY.RL.3.7)

Craft and Structure
CCSS.ELA-LITERACY.RL.3.5 - Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (CCSS.ELA-LITERACY.RL.3.5)
CCSS.ELA-LITERACY.RL.3.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (CCSS.ELA-LITERACY.RL.3.4)
Reading: Informational Text
Craft and Structure

• CCSS.ELA-LITERACY.RI.3.6 - Distinguish their own point of view from that of the author of a text. (CCSS.ELA-LITERACY.RI.3.6)

Writing
Production and Distribution of Writing

• CCSS.ELA-LITERACY.W.3.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.) (CCSS.ELA-LITERACY.W.3.5)

Text Types and Purposes

• CCSS.ELA-LITERACY.W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons. (CCSS.ELA-LITERACY.W.3.1)
• CCSS.ELA-LITERACY.W.3.1.A - Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (CCSS.ELA-LITERACY.W.3.1.A)
• CCSS.ELA-LITERACY.W.3.1.B - Provide reasons that support the opinion. (CCSS.ELA-LITERACY.W.3.1.B)
• CCSS.ELA-LITERACY.W.3.1.C - Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (CCSS.ELA-LITERACY.W.3.1.C)
• CCSS.ELA-LITERACY.W.3.1.D - Provide a concluding statement or section. (CCSS.ELA-LITERACY.W.3.1.D)

Implementing

Learning experience library
Immerse-Brain Pop Video Climate Change
Amy Rios

Immerse Chapter 7
Amy Rios
Chapter 7:Greta refuses speaking opportunities at Panama, New York, San Francisco, and Canada, as she has to travel by plane. She attends the World Economic Forum at Davos, Switzerland after travelling for more than thirty hours by train across Sweden, Denmark, Germany, and then to Switzerland. At the Forum she said, “Adults keep saying that they must give young people hope. I don’t want hope; I want you to panic, to take action. I want you to believe as if you were in the middle of a crisis, because that’s what it is. Our house is on fire: our house, planet earth, is going up in flames. And the adults, the powerful, must act responsibly and act for the future of young people.
Immerse-Pebble Go Global Climate Strike
Amy Rios
Read
Who is Greta?
Create - Young People Marching
Amy Rios
Students create a way to communicate their idea of a change that they and others can make to have an impact on the health of the planet.
Ideas could be posters, a speech, a flyer/pamphlet, photos and captions (instagram).
Immerse - Mr. Hugh 4 visits
Amy Rios
Pre-assessment to be administered before Hugh arrives
Lesson 1 –
Self-evaluation Survey – 5 fingers
Guided Visualization – Do you care about the planet?
4 Facts – present and review
What is sustainability? What is it not? (Numbered Heads together – examples to sort out the questions)
A song: The 6 Rs
Lesson 2 –
Review – 6 Rs
More Climate Science Vocabulary – pronunciation and meaning
Do I already live sustainably? In what ways?
What small changes could I make? (Brainstorming in small groups and Selecting in large group)
Lesson 3 –
Review
What are some big moves that kids can make?
Math Challenge – Small Things Add Up
HW Research assignment – Who are some Eco-Warriors? What big moves have they made?
Lesson 4 –
Review – Sharing on Eco-Warriors
Art Activity - Make a Poster showing yourself practicing one of the 6 Rs, Give it a title in big letters,
display it prominently somewhere in school
Feedback: self-evaluation survey

Post Assessment to be administered after Hugh leaves

Immerse ellen degeneres greta thunberg video
Amy Rios

Gather: Newsela Articles
Amy Rios
Students blame governments for inaction on climate change
Kids Fight climate change before it's too late, say youth around the world
Young people in 150 countries skip school to urge climate action
Immerse-Chapter 8
Amy Rios
Chapter 8:At Brussels, Greta says, “ I would like to remind people who say that we are wasting precious
time by not going to school, that our politicians have wasted decades in denying there was a problem
and doing nothing to fix it.” Greta was inspired by Rosa Parks.
Explore or Gather - Pebble Go Next Climate Types
Amy Rios
A review of climate types.
Discuss climate vs. weather
Immerse-Chapter 9
Amy Rios
Chapter 9:Greta was nominated for the 2019 Nobel Peace Prize.
Other chapters in the book are, Explaining global warming to children; What can we do which lists 11
points to prevent global warming; a glossary of important words in the book; Timeline which lists the
important dates in the history of human pollution and global warming; Links for further reading.
There is much more interesting information about Greta in the book. The book has 130 pages and was
published in the year 2019. This book should be there in the libraries of all schools worldwide. It gives
children hope that “You are never too small to make a difference.” Happy Reading!
The author Valentina Camerini worked for Walt Disney comics, before committing herself to write novels
and children's books. Greta Thunberg is TIME’s Person of the Year of 2019.
Grade 3: EPIC Book List - Activism, Climate Change, Recycling
Amy Rios

Explore or Gather - Pebble Go Climate Crisis
Amy Rios
Links for Pebble Go and Pebble Go Next
"global climate crisis"
Immerse - Chapter 5
Amy Rios
traveling around Europe and giving speeches.
Not giving in.
She communicates better to large groups of people about things she is passionate about.

Chapter 5: Greta speaks all over Europe about climate and gives a TED talk.
Immerse - Chapter 3 and 4
Amy Rios
Difference between weather and climate.
How do we measure time? (year, decade, century)
What difference can 1 degree make? (pg 40-41)
Another example of school strike in the US. (against gun violence in schools)
Chap 4
Using information to support a claim.
Selecting information to make things not seem so bad.
Chapter 3: The Climate Change conference at Paris, France in 2015 was attended by politicians from 195 countries. Climate changes happen due to greenhouse gases such as carbon-di-oxide.
Chapter 4:Greta speaks at the People’s Climate March which happened all around the world on the same day. Greta then went back to school.Global warming had to be reduced and the increase in temperature kept below 2 degree Celsius, with the aim of not going over 1.5 degree Celsius. The
politicians had signed the Paris Agreement, so why not commit to taking action on it immediately.
Immerse - Chapter 2
Amy Rios
Who was Greta? Early Life and struggles.
What was Greta's school experience?
Starting when she was 8.
Asperger's diagnosis.
How did Greta communicate?
Connect to book: Environment Infographics
Chapter 2:When very young, at school, Greta saw a documentary about plastic pollution in the oceans. She cried all along as she watched the film. At the age of 11, the doctors diagnosed her with Asperger’s syndrome. People who have Asperger’s syndrome think obsessively about any topic that interests them. Greta was thinking obsessively about the climate crisis. Greta once wrote a well-researched article about climate change for a newspaper competition. She got the first prize and many activists wanted to connect with her and were curious about the school girl who knew so much about the environment.
At the age of 11, Greta stopped talking, reading, and even eating. She stopped going to school. At the same time, her sister Beata also showed signs of depression. Greta convinced her parents Malena and Svante that their unsustainable lifestyle was the source of climate problems. Greta convinced Malena, who was an international singer and dancer, to stop going by aeroplane to concerts around the world. Mr. Thunberg became a vegetarian. They grew vegetables, bought an electric car, and installed solar panels. Greta won her first battle at home. Greta herself rode her bike or took a train.
Immerse - Chapter 6
Amy Rios
COP24
Who is she speaking to? What is her message?
Chapter 6: In December 2018, Greta speaks at COP 24 conference organized by United Nations at Poland.Representatives from around the world come to this conference to speak about climate change.
During the second week of the conference, she recorded a video that spoke about how politicians were not coming up with any concrete solutions. Time Magazine names Greta as one of the most influential teens of 2018.
Immerse - Chapter 1
Amy Rios
What are the different modes of communication that Greta used to share her ideas?

Look at Greta's Instagram.
Chapter 1: On a Friday of August, 2018, 15-year-old Greta skipped school and sat in protest outside the parliament of Sweden in Stockholm. She held a sign that read, "School Strike for the Climate." In a few days, many people who were both young and old joined the strike. Some even brought toddlers along. Daily, Greta was sharing posts about the strike in Instagram and she encouraged others to write in Social Media about the strike.The Guardian published an online article about the skolstrejk for klimatet. The headline read, “The Swedish 15-year-old who’s cutting class to fight the climate crisis.” Many people from around the world joined her in the strike. A photograph of a bicycle arrived from Rome. Resting against the bike’s pedals was a sign that read: “Thanks Greta! We’re on your side too.” Greta was planning to strike till the 7thof September, which was Election Day in Sweden.
Explore-American Museum of Natural History - climate change
Amy Rios

Identify
Amy Rios
What could you do?
What change could you make that may make a difference in the world?
How could you get others to join you in completing that action?
What might you have to sacrifice to put action behind your words?
How can you express your concern?
See link.
Or use 11 ideas on pages 103-107 of Greta's Story
Open - Greta Video HWEO
Amy Rios
What are the different ways that people are communicating (expressing themselves) in the video?
(signs, cheering, speech, sign language)
Who is her audience?
What is Greta's message?
What learner profile attributes is she displaying?

Resources
G3 HWEO Puentes Book Collection on Epic
HWEO Book Collection on Epic
I was honored to meet the amazing Greta Thunberg.
Greta Thunberg on Whether She’d Meet with the President
Young People Marching - Raffi
Infographics Book
The disarming case to act right now on climate change
Infographics Book
PebbleGo
PebbleGo
PebbleGo

Greta Thunberg: A Force for Nature | Making Herstory
Greta Thunberg: Our House Is On Fire | Forum Insight
COP24 Speech | Greta Thunberg
First Chapter Friday: Greta’s Story
Climate Change - BrainPOP
PebbleGo
Be an Energy Saver
American Museum of Natural History- Climate Change
The disarming case to act right now on climate change
Login • Instagram
Login • Instagram
PebbleGo

Unit 4 Climate and Action HWEO

Planning

Transdisciplinary theme
Sharing the planet
Transdisciplinary theme focus

Central idea

A number of factors can influence the well-being of living things.

Learner profile attributes
Caring, Principled

Key concepts
Causation, Connection, Form
Concepts question
Connection
Students described connection between living things, human activity and the environmet such
as: the affect that humans have on animals when humans litter; the affect that humans have on
animals when humans invade the animal habitat

Related concepts
Concepts
• Causation: interdependence
• Connection: stewardship
A number of factors can influence the well-being of living things.

• Form: life cycle

Lines of inquiry
• The role of interdependence in ensuring the survival of living things (interdependence, causation)
• How life cycles of living things are similar and different (life cycle, form)
• The ways we care for and respect living things and the environment (stewardship, connection)

Approaches to learning
Research Skills
Research Skills
Research Skills (General)
Teaching the ATL skills
SEL Journeys- Responsible Decision Making

Subject standards
Science
Structures and Processes
Developing and Using Models

• 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Biological Evolution: Unity and Diversity
Analyzing and Interpreting Data

• 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

Engaging in Argument from Evidence

• 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Constructing Explanations and Designing Solutions

• 3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Ecosystems: Interactions, Energy, and Dynamics
Engaging in Argument from Evidence

• 3-LS2-1 Construct an argument that some animals form groups that help members survive.

Heredity: Inheritance and Variation of Traits

Analyzing and Interpreting Data

• 3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

Constructing Explanations and Designing Solutions

• 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.

English
Reading: Informational Text
Craft and Structure

• CCSS.ELA-LITERACY.RI.3.5 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (CCSS.ELA-LITERACY.RI.3.5)

Integration of Knowledge and Ideas

• CCSS.ELA-LITERACY.RI.3.8 - Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (CCSS.ELA-LITERACY.RI.3.8)
• CCSS.ELA-LITERACY.RI.3.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (CCSS.ELA-LITERACY.RI.3.7)

Key Ideas and Details

• CCSS.ELA-LITERACY.RI.3.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (CCSS.ELA-LITERACY.RI.3.3)

Writing
Production and Distribution of Writing

• CCSS.ELA-LITERACY.W.3.6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (CCSS.ELA-LITERACY.W.3.6)

Range of Writing

• CCSS.ELA-LITERACY.W.3.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.ELA-LITERACY.W.3.10)

Research to Build and Present Knowledge

• CCSS.ELA-LITERACY.W.3.7 - Conduct short research projects that build knowledge about a topic. (CCSS.ELA-LITERACY.W.3.7)

Prior learning
Pre-assessment: What do you know about habitats? What do you know about adaptations?
Observations of time management during student work blocks and discussions

Teacher questions

• What adaptations allow animals to survive in their environment?
• How do human activities impact the environment?
• How can animals adapt to a changing environment?
• What generalizations can we make about the life cycle of different living things?
• What environmental conditions will require living things to adapt in order to survive?
• Provocations
• Tape forefingers to thumbs to remove the opposable thumb. Complete activities without thumbs (tying shoe, writing name, etc.) (adaptation)
• Endangered animal video: .youtube.com/watch?v=7k8CcAU2Lt0 (sustainability, impact)

Student questions

• Students asked questions about how animals adapted, how does adaptation happen? Why do animals adapt?
• Why do people poached animals? Or Did other things that hurt animals,
• What can be done to help animals in danger?
• Why some animals become extinct?

Implementing

Learning experience library
IMMERSE 10: Wildlife Biologist Career Spotlight
Amy Rios

IMMERSE 3: Brain Pop Jr.- Food Chain/Food Webs
Amy Rios

EXPLORE/CREATE: Newsela: Hurricane Irma destroys record number of turtle nests on Florida coast
Amy Rios
IMMERSE 8: SciShow Kids- Endangered Animals
Amy Rios

EXPLORE/CREATE: Newsela: Florida manatees should survive through coming century
Amy Rios
IMMERSE 5: Bird Beak Adaptations (video)
Amy Rios
Revisit IRA book, "Shell, Beak, Tusk"
EXPLORE 1: List of Endangered Species

Amy Rios
This is where students choose their endangered animal to research. From here they will do research using EXPLORE resources and books selected from the library with Ms. Liz's help.
IMMERSE 1: Animal and Plant Life Cycles
Amy Rios

EXPLORE: PebbleGo- Endangered and Threatened Animals
Amy Rios

IMMERSE 7: Invasive Species (Brain Pop)
Amy Rios

EXPLORE: UoI Text Set, "Encyclopedia of Animals"
Amy Rios

IMMERSE/EXPLORE (ongoing): Guided Reading
Amy Rios
There are lots of titles in the Reading Room!
When choosing books, think "Plants and Animals."
Also, don't forget to check out the "Sharing the Planet" titles.
IMMERSE 2: Brain Pop- Ecosystems
Amy Rios

EXPLORE/IMMERSE: Newsela: More than half the world's sea turtles have eaten plastic, study claims
Amy Rios
EXPLORE/CREATE: Newsela: Warming climate making sea turtles almost all girls
Amy Rios

EXTRA - Animal & Plant Adaptations Activities
Amy Rios

EXPLORE/CREATE: Elephants
Amy Rios

EXPLORE/CREATE: Newsela: Florida's manatee count rebounds to a record, boom has a dark side
Amy Rios

EPIC List of Books & Videos - Sharing the Planet
Amy Rios

IDENTIFY and CREATE: Summative assessment task
Amy Rios
Task: Students will research the relationship between an endangered or threatened animal, human activities and the environment and share their knowledge. The research will address the following questions at a minimum:
What is this animal's life cycle?
What structural and/or behavioral adaptations does this animal have?
What are the challenges facing it (now and/or near future)?
What are the factors involved in these challenges (other animals, lack of resources, human activities, climate change)
Can the animal adapt (behavioral/physical) in time to survive these challenges
If a person wanted to take responsibility to do something to help this animal, what could he/she do?
Evidence:
description of life cycle with all stages for that animal or insect
description of structural and/or behavioral adaptations description of the challenges facing it (now and/or near future)
What are the factors involved in these challenges (other animals, lack of resources, human activities, climate change)
Can the animal adapt (behavioral/physical) in time to survive these challenges
Actions that would help this animal that a person could take to show responsibility
Teacher notes
*Provide list of endangered species for students to select from
Student options for summative:
Poster
Report (add visuals)
Video or Google Slides
Be sure students include some sort of action in their project
How can they inform others? (ASMM, Morning Announcements, visit classrooms)

EXPLORE/CREATE: Brain Pop Jr.- Extinct and Endangered Species
Amy Rios

EXPLORE/CREATE: Manatee Video on Epic!
Amy Rios
There's a video on the Manatee.
Login to EPIC! and type "Manatee - An Endangered Species" into the search bar.
IMMERSE 6: UoI Text Set, "How to Clean a Hippopotamus" (symbiosis)
Amy Rios

Explore / Create - Research Essay
Amy Rios
Day 1-Select animal (check to make sure there's enough info in books or epic/pebblego/newsela)

Day 2-research and take notes - describe animal (prepare intro para)
Day 3-research and take notes - adaptations and life cycle
Day 4-research and take notes - habitat
Day 5-research and take notes - why are they endangered
Day 6-write intro para
Day 7-writing para 2
Day 8-write para 3
Day 9-write para 4
Day 10-write conclusion
Day 11-edit/revise
Day 12-publish/create
IMMERSE 9: Brain Pop Extinction
Amy Rios

EXPLORE/CREATE: Pandas
Amy Rios

IMMERSE 4: Introduction to Behavioral and Structural Animal Adaptations (video length 8:20)
Amy Rios
EXPLORE/CREATE: epic!
Amy Rios
Login to epic! and type "endangered animals" in the search bar.
Lots of different titles come up, but be sure that the animal you're reading about is actually endangered!
If you hover your cursor over the cover, the short description will tell you if the animal is endangered.
EXPLORE: UoI Text Set, "The Atlas of Endangered Animals"
Amy Rios

OPEN: Opposable Thumb Activity
Amy Rios

Explore/Create: Newsela - Scientist in Belize says manatees are in trouble, and U.S. can help
Amy Rios

Learning experiences
develop an understanding of the concepts identified in “What do we want to learn?”
Connection: Students described connection between living things, human activity and the environmet such as: the affect that humans have on animals when humans litter; the affect that humans have on animals when humans invade the animal habitat
Form: Students studied physical/structural adaptations that helped animals survive in their habitat (ie: webbed feet for marine birds, hollow hair tubes for polar bears to insulate, wider feet for animals living in Arctic areas) Causation: Students described the effects of negative/positive human activities (deforestation, poaching, climate changes, pollution, ecotourism, conservation campaigns, environmental laws,
awareness campaigns) on animals' ability to survive, as well as demonstrate the learning and application of particular transdisciplinary skills?
Research Skills: collecting data (note-taking): students used various resources to gather information for reports; a variety of note taking templates were used Thinking Skills: synthesis (using notes to write report): Students paraphrased notes to write
paragraphs in their own words Self -Management: time-management: students used a project to calendar to gauge their products; timers were used to pace daily instruction develop particular attributes of the learner profile and/or attitudes? Learner Profile: balanced, caring, thinker: Class discussions/social conferences re: caring for each other, thinking through problems, searching for solutions, keeping problems in perspective; also applied in terms of caring for environment, thinking of the impact of human actions, and balancing human wants/needs with those of other living beings Attitudes: commitment, curiosity, integrity: Class discussions/social conferences re: being committed to working through your work with
best effort, curiosity about the natural world and how animals adapt, integrity in terms of doing the right thing even when others aren't looking or when it requires effort, related to care of environment

Supporting student agency
Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.

Student self-assessment and peer feedback
Research process (Developing ideas, creating):
Modeling research process using panda bear information: generating questions, researching, refining questions and researching more, synthesizing information across texts. Content knowledge: life cycle, group behavior (behavioral adaptations) contributing to survival, structural
adaptations for survival in polar ecosystem, Research resources: pandacam, A-Z panda book, newsela panda/extinction texts Students will collect information from various sources (books, fact cards, internet), take notes, and synthesize to write reports Create a descriptive writing piece so their classmates can guess which animal they chose. Students discuss and document in their journal their personal adaptations to a new culture and
environment.(developing ideas) Read fictional books (i.e. books where characters move to a new culture) or view fictional movies and discuss how characters adapt to their environments.

Field trip: Peabody
Ant behavior adaptations (developing ideas)
Adaptation simulations-(developing ideas) (blubber w. ziplocs, ice, air); (Daddy penguin & egg), camouflage(colored toothpicks in grass), bird beak/food (utensils to pick up items)
Classroom vermi farm to promote composting, recycling, and observing the behaviors of the vermi.(developing ideas)

Teacher questions

• How do human activities impact the environment?
• How can animals adapt to a changing environment?
• What generalizations can we make about the life cycle of different living things?
• What environmental conditions will require living things to adapt in order to survive?
• Provocations
• Tape forefingers to thumbs to remove the opposable thumb. Complete activities without
• thumbs (tying shoe, writing name, etc.) (adaptation)
• Endangered animal video: .youtube.com/watch?v=7k8CcAU2Lt0 (sustainability, impact)

Student questions
Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning.
Students asked questions about how animals adapted, how does adaptation happen? Why do
animals adapt?
Why do people poached animals? Or Did other things that hurt animals,
What can be done to help animals in danger?
Why some animals become extinct?
At this point teachers should go back to box 2 “What do we want to learn” and highlight the teacher questions/provocations that were most effective in driving the inquiries.

Resources
Food Web Without Producers Or Sunlight ! |... - SafeShare
Brainpop FoodChain... - SafeShare
BrainPOP Invasive Species... - SafeShare
Ecosystems BrainPOP... - SafeShare
The Life Cycle Song | Science Songs | Scratch Garden
BrainPOP Jr Extinct and Endangered Species... - SafeShare
G3 STP Puentes Book Collection on Epic

STP Book Collection on Epic
Kidtopia--a Google custom safe search engine for elementary age students
Kiddle - visual search engine for kids
Species List | Endangered, Vulnerable, and Threatened Animals | WWF
Adaptations of Living Things nteractiveIBPYPScienceUnitofInquiry
Wildlife Biologist - Career Spotlight
Newsela | Hurricane Irma destroys record number of turtle nests on Florida coast
Instantly access over 40,000 of the best books & videos for kids on Epic
Newsela | Sea turtles are munching on plastic garbage floating in the ocean
Newsela | Warming climate making sea turtles almost all girls
Newsela | Florida manatees should survive through coming century, experts say
Invasive Species - BrainPOP
Food Chains - BrainPOP
Food Webs - BrainPOP
Newsela | Dark side of the boom: Florida’s record manatee count may hurt this species
Instantly access over 40,000 of the best books & videos for kids on Epic
Ecosystems - BrainPOP
Elephants - BrainPOP
Newsela | U.S. manatees on the mend, but maybe they should stay on endangered list
Pandas - BrainPOP
Extinction - BrainPOP
Food Chain - BrainPOP Jr.
Extinct and Endangered Species - BrainPOP Jr.
Species List | Endangered, Vulnerable, and Threatened Animals | WWF
The Life Cycle Song | Science Songs | Scratch Garden
Animal Adaptations for Kids, Learn about physical, life cycle, and behavioral adaptations of
animals
Animal & Plant Life Cycles
bird beak adaptations for kids - Google Search
Google Docs – create and edit documents online, for free.
Google Docs – create and edit documents online, for free.
Endangered Animals!
PebbleGo
Panda Cam - Zoo Atlanta
Endangered Animals!

Unit 5 Life Cycles and Survival STP

Planning

Transdisciplinary theme
Where we are in place and time
Transdisciplinary theme focus
orientation in place and time

Central idea
Geography can affect how people live

Learner profile attributes
Knowledgeable

Key concepts
Causation, Form

Related concepts
Concepts
• Causation: employment
• Form: geography, location

Lines of inquiry
• The geographic features of regions (geography, form)
• The impact of geography on people in a community (employment, causation)

• How location is represented and determined (location, form)

Approaches to learning
Thinking Skills
Thinking Skills
Thinking Skills (General)
Teaching the ATL skills
SEL - Safer Smarter Kids

Learning goals and success criteria
Priority standards:
GEO 3.5 Explain how the cultural and environmental characteristics of places change over time.

• description of how physical or cultural characteristics (population, diversity, economics, trade, language) have changed over time with two specific details

GEO 3.7 Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.

• example of how the geographic feature hinders or support the distribution of people, goods and ideas, cause and effect with reasonable example

the geographic features of regions

• example of how the geographic feature hinders or support the distribution of people, goods and ideas,

The impact of geography on people in a community (GEO 3.7 Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.)

• explanation of culture and how living there impacts people -population, diversity, economics, trade, language,

How location is represented and determined (GEO 3.5 Explain how the cultural and environmental characteristics of places change over time.)

• explanation of the geography has changed over time
• Listen to student discussion about geographic features when they were looking at different maps to evaluate precise vocabulary and accurate meaning
• Listen to student discussions during google earth learning engagements as they look at different features and how the water parts connect and evaluate precise vocabulary and accurate meaning

Subject standards
Social Studies
Economics
Exchange and Markets

• ECO 3.3 - Explain why individuals and businesses specialize and trade. (ECO 3.3)

Geography
Human Population: Spatial Patterns and Movement

• GEO 3.7 - Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas (GEO 3.7)
• GEO 3.8 - Explain how human settlements and movements relate to the locations and use of various natural resources (GEO 3.8)

Human-Environment Interaction: Places, Regions and Culture

• GEO 3.4 - Explain how culture influences the way people modify and adapt to their environments. (GEO 3.4)
• GEO 3.6 - Describe how environmental and cultural characteristics influence population distribution in specific places or regions. (GEO 3.6)
• GEO 3.5 - Explain how the cultural and environmental characteristics of places change over time. (GEO 3.5)

Geographic Representations and Spacial Views of the World

• GEO 3.3 - Use maps of different scales to describe the locations of cultural and environmental characteristics. (GEO 3.3)
• GEO 3.1 - Construct maps and other graphic representations of both familiar and unfamiliar places. (GEO 3.1)

English
Reading: Informational Text
Craft and Structure

• CCSS.ELA-LITERACY.RI.3.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (CCSS.ELA-LITERACY.RI.3.4)

Writing
Research to Build and Present Knowledge

• CCSS.ELA-LITERACY.W.3.7 - Conduct short research projects that build knowledge about a topic. (CCSS.ELA- LITERACY.W.3.7)
• CCSS.ELA-LITERACY.W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (CCSS.ELA-LITERACY.W.3.8)

Science
Earth and Human Activity
Engaging in Argument from Evidence

• 3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Connections: Transdisciplinary and past
Library- Literature that will be introduced- Homes on the Move By- Jake Barber, Living in Cities By-Neil Morris, Life in a Fishing Community By- Helene Boudreau, City Homes By- Nicola Barber, Mountain Homes By- Nicola Barber, Island Homes By- Nicola Barber, Village Homes By- Nicola Barber, Who’s Who in a School Community By- Jake Miller Who's Who in a NeighborhoodBy- Jake

Miller, Who’s Who in a Rural Community By- Jake Miller, Who’s Who in a Suburban Community By- Jake Miller. Students will create posters in small groups after making a selection between a rural or suburban community. Each poster will have specific information that needs to be addressed
and each team will create a picture in order to show their understanding of that community and its characteristics.
Implementing

Learning experience library
Days 9-10: Trade impacts what we have available in a community
Amy Rios
Topic: Trade impacts what we have available in a community
1. When you trade something, what does it mean?
2. Look at objects in the classroom (for example, our computers are from China; Composition Books from Egypt; tape is made in USA; clothing) and explore where they're from.
2. Locate countries on map.
3. What’s for lunch (or breakfast or dinner?)Look for the place of origin of a food item. What is the food? Where did it come from?
4. Locate countries objects came from on map
5. Explore trade maps (linked below)
6.The World of Trade is an IRA book (for connection purposes)
7. Explore trade routes:https://www.youtube.com/watch?v=5NvjOpaCHl0
Field Trip at Ocean Beach to observe different bodies of water
Amy Rios
Review of Day 4/5 lesson on walking field trip;
Explore on Google Earth
Topic: names and description of water features
Teaching point: Inquirers use observation and thinking skills to determine common characteristics and
patterns.
Encourage students to discuss the different water features they have been learning about in class
-have them share the name and the water features
-(how do you describe it? What characteristics?) Students break into small groups and look at different
water features and use their observation and thinking skills to figure out what is in common
-what makes a ____a____. Tell them to look at both the land and the water since without the land the water
would just go everywhere.
Have students closely observe and discuss what is the form of that type of water. Ocean Beach to
see different bodies of water. vocabulary: bay, harbor, atoll, island,etc)

Day 8: Water Features
Amy Rios
Topic: Name and describe water features
1. Review 7 continents (You can visit the map outside the music room)
2. Brainstorm bodies of water
3. Google Earth: start with the school and zoom out to show Thames River and then keep zooming out to
see it empty into the ocean, etc.
4. Visit reading rooms to look out the window at Thames: notice ships, etc
(See-Think-Wonder)
Optional field trip to Ocean Beach to see different bodies of water

Create/Share - Pebble Go Population Concentrations
Amy Rios
Activity sheets to create a book.
Epic Book List - Geography
Amy Rios

Days 2-7: Why people live near the water and how it affects their life
Amy Rios
Topic 1: Why people live near the water and how it affects their life
Teaching point: Inquirers use their background knowledge and thinking skills to learn more about a topic.
Brainstorm - Do "Living Near the Ocean" as a whole group. Discuss:
Why do so many people live near the sea?
How does living near the sea impact how people live?
What are things that people can do or happen in only in places that are near the sea or water?
What do people do for work that are specific to that area?
What is the weather like?
Think about what you know about other parts of the world.
On subsequent days, explore other regions (mountains, deserts, plains, islands, polar regions,
rainforests; cities, suburbs, small town/rural areas). Don't forget the videos on Pebble Go, too!
Use activities (Share What You Know worksheets) as formative assessments along the way. There is one
for each region.
Teacher notes
Go into Pebble Go, then Social Studies, then People and the Environment. Explore "Living Near the
Ocean" together and then let explore the other places on their own.
Provocation 1: Megacity Map
Amy Rios
Topic1:why people live near the water
Teaching point: Inquirers observe, make inferences, and generate questions about a topic.
Megacity map inquiry:
Use the list of megacities and Google Earth to explore:
-Hopefully some kids notice that most are near the ocean
Share-to createclass See-Think-Wonderchart (What do you see? What do you think? What do you wonder?)

See think wonder structure: 2-3 minutes per megacity
-hopefully notice that most are by the ocean

-some questions about why do so many people live near the ocean-
At the end of this lesson students should be able to understand that:

- many megacities are located on or near the ocean
- many of the world’s people live near the ocean
Days 11-12: New London by the sea
Amy Rios
Topic: New London past and present
Photo splash-see think wonder: look at photos of the New London area. See-Think-Wonder
What kind of businesses do you notice? (Millstone, EB, Pfizer, Sub-base)
What kind of work do the people do?
Are there any businesses or work related to the sea?
Are the work/business opportunities today similar to or different from those in the past?
Video: New London History Photoshttps://www.youtube.com/watch?v=u_fVzBxhCEU
Whale Row walking field trip
New London past & present timeline creation: Use the thumbnail photos and a large piece of paper to
create a timeline showing different images of New London history-could be small group work
What jobs in the past and present have people in New London had?
Which jobs are related to the sea?
How did/does the sea affect New London and the people who live(d) here?
How has New London changed over time?
Reflection: How do businesses from the past connect to businesses still in our community?

Resources
G3 WWAIPAT Puentes Book Collection on Epic
WWAiPAT - By the Sea Book Collection on Epic
“LEGO Masters” Season 1 “Mega City Block”: World-Building [Preview]
PebbleGo
World Map of fruits and vegetables
Origin of crops | CIAT Blog
PebbleGo
Animation: World’s Largest Megacities by 2100
Urbanisation and the rise of the megacity | The Economist
TaskForce MegaCities
Megacity

Unit 6 By the Sea

Planning

Transdisciplinary theme
Who we are
Transdisciplinary theme focus
personal, physical, mental, social and spiritual health

Central idea
The choices we make can have an impact on health and wellness

Learner profile attributes
Balanced, Thinkers

Key concepts
Responsibility, Change, Form

Related concepts
Concepts
• Responsibility: health and wellness
• Change: outcomes
• Form: choice

Lines of inquiry
• The choices people make about their health (choice, form)
• The outcome of our choices and behaviors on our health (outcomes, causation)
• The responsibility we have to our own wellness (health and wellness, responsibility)

Approaches to learning
Social Skills
Social Skills
Social Skills (General)
Self-management skills
Self-Management Skills
Self-Management Skills (General)
Teaching the ATL skills
SEL Journeys - Self Awareness

Subject standards
Physical Education
Health
Active living

• Examines the health benefits of participating in physical activity.

Self-expression & enjoyment
Interactions

• Ranks the enjoyment of participating in different physical activities.

Working with others
Interactions

• Praises the movement performance of otheres both more skilled and less skilled.

Personal Responsibility
Interactions

• Reflects on personal social behavior in physical activity.

Engages in Physical Activity
Interactions

• Engages actively in the activities of physical education class, both teacher-directed and independent.

Fitness Knowledge
Active living

• Demonstrates warm-up and cool- down relative to the cardiorespiratory fitness assessment.
• Identifies the components of health-related fit- ness.

Nutrition
Active living

• Discusses the importance of hydration and hydration choices relative to physical activities.

Physical Activity Knowledge
Active living

• Analyzes opportunites for participating in physical activity outside physical education class.

Assesment and program planning
Interactions

• Completes fitness assessments (pre and post)

Challenge
Interactions

• Rates the enjoyment of participating in challenging and mastered physical activities.

English
Reading: Literature
Key Ideas and Details

• CCSS.ELA-LITERACY.RL.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS.ELA-LITERACY.RL.4.1)

Writing
Production and Distribution of Writing

• CCSS.ELA-LITERACY.W.4.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) (CCSS.ELA-LITERACY.W.4.4)
• CCSS.ELA-LITERACY.W.4.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.) (CCSS.ELA-LITERACY.W.4.5)

Text Types and Purposes

• CCSS.ELA-LITERACY.W.4.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS.ELA-LITERACY.W.4.3)
• CCSS.ELA-LITERACY.W.4.3.A - Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS.ELA-LITERACY.W.4.3.A)
• CCSS.ELA-LITERACY.W.4.3.B - Use dialogue and description to develop experiences and events or show the responses of characters to situations. (CCSS.ELA-LITERACY.W.4.3.B)
• CCSS.ELA-LITERACY.W.4.3.C - Use a variety of transitional words and phrases to manage the sequence of events. (CCSS.ELA-LITERACY.W.4.3.C)
• CCSS.ELA-LITERACY.W.4.3.D - Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS.ELA-LITERACY.W.4.3.D)
• CCSS.ELA-LITERACY.W.4.3.E - Provide a conclusion that follows from the narrated experiences or events. (CCSS.ELA-LITERACY.W.4.3.E)

Connections: Transdisciplinary and past
Physical Education- This unit will be reinforced when the students participate in the Connecticut Physical Fitness Assessment. Students will learn how to make appropriate choice for a healthy lifestyle. They will see their results from the physical fitness tests to help improve their overall physical health and wellness.
Art

• Art can be used as a tool to help us relax.
• Tying into Hispanic Heritage Month, students will learn about Frida Kahlo and how art
• helped her when her health was poor.
• Students will learn how to use Zentangling as a strategy for relaxation.

Implementing

Learning experience library
MGT.U1.RLM2 Get to know your classmates.
Amy Rios

Learning experiences
Google Slides
Reflecting

Teacher reflections
Ongoing reflection

Siobhan Warren 1:40 pm, 5th Oct 2023
Students have been able to make connections to the central idea and the lines of inquiry. Students can explain these ideas in their own words. We defined the wellnesses, important terms, and vocabulary. Kids defined Learner Profiles and Lines of Inquiry in their own words. We did guided discoveries of "calming corners" and talked about emotional regulation. We introduced reading logs as reading is taking care of intellectual wellness. We gave kids water bottles so that they can stay hydrated and take care of their physical wellness. Read Alouds connect to wellness (mostly social): My Secret Bully, Henry is Kind, Invisible Boy. Connections with PE and Music (mindfulness).

Assessment reflections
Ongoing reflection

Siobhan Warren 1:43 pm, 5th Oct 2023

We observed student learning by class discussions. We also had them create a self- portrait/collage which we will display in the hallway.

Unit 1 Health and Wellness WWA

Planning

Transdisciplinary theme
Where we are in place and time
Transdisciplinary theme focus

• the discoveries, explorations and migrations of humankind

Central idea
Human migration can be a response to risks, challenges, and opportunities.

Learner profile attributes
Risk-takers, Open-minded

Key concepts
Causation, Perspective, Change
Concepts question
Causation
Migration is usually a response to opportunity, conflict, disaster, need for basic necessities or
being forced.
Perspective
Viewpoints of those who have migrated and those who are in communities who have received
immigrants, are often different.
Change
The culture, society and areas of habitation are changed by immigration and emigration.

Related concepts
Concepts
• Causation: migration
• Perspective: culture
• Change: adaptation

Lines of inquiry
• The effects of migration on communities and individuals (culture, perspective)
• The experiences of migrants and the ways they adapt (adaptation, change)
• The reasons people migrate (migration, causation)

Approaches to learning
Communication Skills
Communication Skills
Communication Skills (General)
Teaching the ATL skills
SEL Journeys - Relationship Skills

Learning goals and success criteria
SOCIAL STUDIES
Know

• Explain reasons for migration
• Explain push and pull factors
• Give examples and compare migrations.
• Interpret maps to build
• Give examples of how culture impacts how people modify their environment
• Give examples of how culture impacts how people adapt to their environment

Understand

• Migration may lead to new opportunities or greater freedom.
• ?Historical events influence contemporary events.
• Migrations have occurred across the world and throughout time

Do

• Use evidence to create a claim about the past
• Explore similarities and differences between migrations ?sequence events, routines, personal histories in chronological order; interpret place and time using tools such as maps and timelines
• Formulate and ask thin and thick questions about the past, the future, places and society

Subject standards
Social Studies
Civics
Processes, Rules and Laws

• CIV 4.1 - Illustrate historical and contemporary means of changing society. (CIV 4.1)

Economics
Exchange and Markets

• ECO 4.4 - Explain the relationship between investment in human capital, productivity, and future incomes. (ECO 4.4)
• ECO 4.3 - Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services. (ECO 4.3)

History
causation and Argumentation

• HIST 4.2 - Explain probable causes and effects of events and developments. (HIST 4.2)
• HIST 4.3 - Use evidence to develop a claim about the past. (HIST 4.3)

Geography
Human Population: Spatial Patterns and Movement

• GEO 4.8 - Analyze the effects of catastrophic environmental and technological events on human settlements and migration. (GEO 4.8)
• GEO 4.7 - Explain how human settlements and movements relate to the locations and use of various natural resources (GEO 4.7)
• GEO 4.6 - Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas (GEO 4.6)

Human-Environment Interaction: Places, Regions and Culture

• GEO 4.5 - Describe how environmental and cultural characteristics influence population distribution in specific places or regions. (GEO 4.5)
• GEO 4.3 - Explain how culture influences the way people modify and adapt to their environments (GEO 4.3)
• GEO 4.4 - Explain how the cultural and environmental characteristics of places change over time (GEO 4.4)

English
Reading: Literature
Craft and Structure:

• CCSS.ELA-LITERACY.RL.4.6 - Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (CCSS.ELA-LITERACY.RL.4.6)

Key Ideas and Details

• CCSS.ELA-LITERACY.RL.4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). (CCSS.ELA-LITERACY.RL.4.3)
• CCSS.ELA-LITERACY.RL.4.2 - Determine a theme of a story, drama, or poem from details in the text; summarize the text. (CCSS.ELA-LITERACY.RL.4.2)

Writing
Production and Distribution of Writing

• CCSS.ELA-LITERACY.W.4.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) (CCSS.ELA-LITERACY.W.4.4)
• CCSS.ELA-LITERACY.W.4.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.) (CCSS.ELA-LITERACY.W.4.5)

Range of Writing

• CCSS.ELA-LITERACY.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.ELA-LITERACY.W.4.9.B)

Text Types and Purposes

• CCSS.ELA-LITERACY.W.4.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS.ELA-LITERACY.W.4.3)

Connections: Transdisciplinary and past
Art- Students will learn how human migration can impact arts and culture.

Implementing

Learning experience library
:0) Map Showing How Humans Migration
Amy Rios

Environmental migration inquiry resources (Link doesn't work but good questions)
Amy Rios
Teacher notes
Consider Google doc with links to articles and videos-pull
fromhttps://drive.google.com/drive/u/0/folders/1T-DpAmb8ZD6eXZaeTciIELO6OL5numnf
Interviews, Teaching Tolerance, Push and Pull Videos
Amy Rios
5 adult migration interviews-map, classify type of migration Human migration global
https://cloud.toddleapp.com/p/content/rJj5mf0US.pdf

Teaching Tolerance-10 myths about immigration-https://www.tolerance.org/magazine/spring-
2011/ten-myths-about-immigration

Push and pull factors reading: http://eschooltoday.com/migration/the-pull-and-push-factors-of-migration.html

Migrating for Opportunity Resources from Previous Years
Amy Rios
Video: Why people migrate- push and pull factors
https://www.youtube.com/watch?v=k0mas08VBco&t=9s
EXAMPLE: CHINA
Gold Rush
https://www.getepic.com/app/read/39258 page 95
https://www.getepic.com/app/read/7086 - pg. 37
Urbanization - https://www.getepic.com/app/read/7082 - pg. 29
EXAMPLE: CT TOBACCO
Article:
https://connecticuthistory.org/windsor-tobacco-made-in-the-shade/ (Puerto Rico, Jamaicans)
China – 6 minute video (does quickly mention children committing suicide)
https://www.youtube.com/watch?v=z6aAFGeaB-Q

:0) #2 - Migration Pictures......
Amy Rios

The Number on Great Grandpa's Arm - 18 Minute video
Amy Rios

https://www.hbo.com/video/documentaries/the-number-on-great-grandpas-arm/videos/the-number-on-great-grandpas-arm

Introduction-Forced Migration Link Does Not Work
Amy Rios

Composing a Feeling (Kevin - do you use this?)
Amy Rios
Students (in small groups) will compose musical pieces depicting a pre-chosen emotion that they will rehearse and perform for the class after much teacher and student lead assessment and refinement. Their goal will be to convey that emotion to their audience without their audience knowing beforehand what it is, trying to anticipate the audience perspective.

Links to Previously Used Videos for students
Amy Rios
Video, questions-refugees (UNHRC): https://www.unhcr.org/teaching-about-refugees.html#words
Video, questions-Migrants (UNHRC): https://www.unhcr.org/teaching-about-refugees.html#words

Video, questions-Displaced People (UNHRC): https://www.unhcr.org/teaching-about-refugees.html#words

NOT IN TODDLE YET

Video, questions-Asylum Seekers (UNHRC):https://www.unhcr.org/teaching-about-refugees.html#words

Video, questions-Returnees(UNHRC): https://www.unhcr.org/teaching-about-refugees.html#words

Video, questions-Stateless People(UNHRC): https://www.unhcr.org/teaching-about-refugees.html#words

Video, questions-Where do refugees come from? (UNHRC):https://www.unhcr.org/teaching-about-refugees.html#words

Video, questions-Where do refugees go? (UNHRC): https://www.unhcr.org/teaching-about-refugees.html#words

Video, questions-Refugee Rights(UNHRC): https://www.unhcr.org/teaching-about-refugees.html#words

Video-Types of migration: https://www.unhcr.org/teaching-about-refugees.html#words
https://www.youtube.com/watch?v=wwJ0qRO0vEY
Video-Reason People Migrate: https://www.youtube.com/watch?v=k0mas08VBco&t=9s
Video – Pull Factors
https://www.youtube.com/watch?v=WfIF8haWOpw
Video .- Forced Migration/Refugee
https://www.youtube.com/watch?v=oIgYJaMXaF8
Human Population Through Time
https://www.youtube.com/watch?v=PUwmA3Q0_OE
Text/vid Young migrants stories
http://teacher.scholastic.com/activities/immigration/young_immigrants/
Trail of Tears/Indian Removal Act Resources from Previous Years
Amy Rios
Video: Trail of Tears-animated 2:50: https://www.youtube.com/watch?v=1Q5Z4UUitdU
Video: Trail of tears-photos: 2:09 https://www.youtube.com/watch?v=yecralotbv0
https://teachresistance.wordpress.com/lesson-plans/crossing-bok-chitto/ - For questions and discussion ideas for Crossing the Bok Chitto,

Trail of Tears https://www.getepic.com/app/read/7086 pg. 17
Migration Forced by War - https://www.getepic.com/app/read/39258 - pg. 91 (Syria)

:) Global Migration Patterns -Empty but should inquire about
Amy Rios

Types of Migration Video
Amy Rios
FORCED MIGRATION
Guided Reading Read Historical Fiction based on Migration
Video: Types of Migration
https://www.youtube.com/watch?v=wwJ0qRO0vEY

Example before Exploration- Slavery is a type of forced migration.
Why have some people been forced to migrate?
Push and Pull Factors - empty
Amy Rios

TedEd - What Does it Mean to be a Refugee?
Amy Rios
https://ed.ted.com/lessons/what-does-it-mean-to-be-a-refugee-benedetta-berti-and-evelien-borgman
The Journey
Amy Rios

Interview (From Previous Year)
Amy Rios
Interview
Choose one type of migration to prepare a summative project that they will present to younger students.
Research and prepare a presentation that will be both oral and visual in which they demonstrate their learning regarding the three central lines of inquiry at this point in time. (SEE RUBRIC FOR MORE)

Impact of Migration on Individuals Project
Amy Rios
Each group or individual will interview one person who migrated to your city / country and are now working in their locality.
They will find out a little bit more about their lives:
Who are their family members?
Where did they come from?
What was the most important reason you decided to migrate?
What kind of job did you have before you immigrated? What type of job do you have now?
Where is their home now?
What are the challenges and obstacles faced?
What do you do to preserve your culture?
If given permission, students can also take photos or do a video interview.
? Students will express their feelings and provide an insight into the life of a migrant by enacting a play.
They will write the script and role play the situation.
Using a world map, students mark the journeys of the people they interviewd.
Then the map is compared to the global migrations pattern graphic
ENVIRONMENTAL FACTORS (CLIMATE & CROPS, WAR) – PUSH FACTORS Previous
Year's Resources
Amy Rios
Explain why a group people who migrated to escape an environmental factors
Discuss the effects, including economic effects, of their migration on people and communities
What effects did their movement have economically?
Provide examples of how some organizations are seeking to help refugees displaced by push factors
Examples:
War/violence-Syria, Pakistan/India partition, Central America
Weather-Puerto Rico-hurricane, Haiti-earthquake
Other-Irish Potato famine-blight
Dust Bowl
By the numbers- Natural Disaster is the #1 reason for migration.
https://www.youtube.com/watch?v=eb1HWN_G47c
(all reading; no talking)
Hurricane Katrina - https://www.getepic.com/app/read/7084 pg. 29

Climate Change is a push factor too.
Some groups are trying to help.
Example:
https://www.youtube.com/watch?v=m3Xpa5W3oVk
https://www.getepic.com/app/read/39258
Pg. 105
https://www.getepic.com/app/read/7084 - start at page 27
Sudan – desertification – forests turned to deserts
https://www.getepic.com/app/read/7084 - pg. 35
Japanese Internment Camp Resources
Amy Rios
Video/song: Japanese American Internment: https://www.youtube.com/watch?v=cZTioTkHcB0

Video: Camp Harmony documentary 2:42 https://www.pbs.org/video/the-war-stories-from-the-
northwest-wwii-camp-harmony-japanese-american-internment/

Video/song: Japanese Internment Song: https://www.youtube.com/watch?v=1TRmPYigIiA
Dear America: The Fences Between Us-bkrm
Japanese American Relocation-binder, newsela
I’m American, No Matter What, binder 740L, readworks-audio
Japanese Internment Camp-audio, ducksters, binder
Japanese Internment Camps-Epic
Eyewitness to Japanese Internment-Epic
Japanese Immigrants in their Shoes-Epic
Barbed Wire Baseball-Epic
Go for Broke Regiment-Epic

:) Scholastic Young Immigrants Stories
Amy Rios

SOLE Activity (Can't find slideshow to go with this)
Amy Rios
Part 1:
Slide show
Introduce Unit and Summative

Divide students in 3 groups, one for each line of inquiry
How do people categorize different types of migration? How can you describe different types of migration?
What are the reasons that people migrate?
What are some ways that migration affects communities?
Research (30 mins)
Part 2:
Research SOLE question (60-90 mins)
Part 3:
Develop & Share Answers/Findings or Share (30-60 min)

Provocation: SOLE (Self-Organized Learning Environment) https://www.edutopia.org/blog/getting-started-self-organized-learning-environments-jacquelyn-omalley database of choice for research

Teacher questions:
Why have people migrated in the past and why do they migrate today?
What was the experience of immigrants in the past and what is it today?
How has migration affected individuals and communities both in the past and today?

:) What is a refugee? Facts for kids
Amy Rios

# 1 Open - Provocation -
Amy Rios
Students will "move" from class to class to experience life in another place. 7 minutes -
Elizabeth - Simon Says in Spanish
Chrismae - Silent ball with non dominant hand
Siobhan - the place to be (fun*)
Nora - Birthday order with out speaking
Debrief -
How did you feel in each place?
How did you adapt? (What did you do differently?)
What had to change?
Where do you want to go back to and why?
What room was most challenging for you and why?
migrating for opportunity inquiry (link doesn't work - nothing useful)
Amy Rios
Teacher notes
Consider google doc with links to articles and videos-pull
fromhttps://drive.google.com/drive/u/0/folders/1T-DpAmb8ZD6eXZaeTciIELO6OL5numnf
Liz? The Banana Leaf Ball- How Play Can Change the World
Amy Rios

:D Refugees, Internally Displaced, Migrants
Amy Rios

:) Global Migration Patterns- We need to teach this but it is empty
Amy Rios
See-Think-Wonder

Learning experiences
1. provocation-sole experience
2. forced migration
3. migration for opportunity
4. environmental migration
5.

Resources
Map Shows How Humans Migrated Across The Globe
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Screen Shot 2021-10-05 at 2.04.15 PM
Screen Shot 2021-10-05 at 2.06.59 PM
Screen Shot 2021-10-05 at 2.08.52 PM
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Screen Shot 2021-10-05 at 2.09.55 PM
Screen Shot 2021-10-05 at 2.14.46 PM
Migration1
Migration 2
Culture 7
Migration 5
Teaching about refugees
Teaching about refugees
Teaching about refugees
Internal vs. International Migration
Migration: Pull and Push Factors
Prov Migration Images
Meet Young Immigrants | Scholastic.com
Windsor Tobacco-revised to be easier

More Than A Feeling
Reflecting

Teacher reflections
Ongoing reflection

Elizabeth Lickwola 2:43 pm, 9th Nov 2023
Ms. Liz shared resources, read books, showed videos about people who migrated from one place to another. We had walking tour of New London and learned about it's economy from earlier times and how it has changed over time.

Elizabeth Lickwola 2:40 pm, 9th Nov 2023
We encouraged students to "notice and wonder," and ask questions. We discussed why people need to be risk takers and be open minded to migrate from one place to another and how we as learners have to be open minded and accept peoples differences such as cultures, language, religions, clothing, and foods etc.

Elizabeth Lickwola 2:36 pm, 9th Nov 2023
The first thing we did was the provocation showing different groups of people moving/traveling by foot, and through the water, then we defined the key words in the central idea. We also defined the different types of migration. We read books, articles, and watched videos and did the I Notice and I Wonder's.

Unit 2 Migration WWAIPAT