Unit 1 Overview: September 11 - October 13
TRANSDISCIPLINARY THEME:
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures, rights and responsibilities; what it means to be human.
CENTRAL IDEA:
People Create and Adapt Space to Establish Community
LINES OF INQUIRY:
- How our environment helps us learn
- How we use our personal and communal spaces
- Collaborative decision making and positive communication
LEARNER PROFILE:
What opportunities will occur for the development of the attributes of the learner profile? Reflective: Children will thoughtfully consider various ideas and suggestions as we work to create our new space. Communicator: The students will have the opportunity to practice expressing their thoughts clearly to support their ideas. Inquirer: We will nurture the children's enthusiasm for their suggestions about how to transform our classroom space and brainstorm how to make their ideas happen. |
TEACHER QUESTIONS (PROVOCATIONS):
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Vocabulary:
Community Decision making Brainstorming Adaptation Environment Establish Private spaces Public spaces Functional Tally marks Materials (for building/creating) Collaboration |
ATTITUDES:
Creativity - Being creative and imaginative to adapt our space
Cooperation - Working together to establish our community
Curiosity - Participating in research to learn more about the different ideas for our space
Respect - Respecting each other as we work to achieve a common outcome
Creativity - Being creative and imaginative to adapt our space
Cooperation - Working together to establish our community
Curiosity - Participating in research to learn more about the different ideas for our space
Respect - Respecting each other as we work to achieve a common outcome
KEY CONCEPTS:
Change: How is it changing? Everything is always in a state of transformation from one state to another. This happens to everything and everyone.
Connection: What is the link to other things? A relationship in which a person, thing, or idea is linked or associated with something else.
Function: How does it work? Everything has a purpose, a role, or a way of behaving that can be investigated.
RELATED CONCEPTS:
Needs
Values
Space
Culture
Relationships
Change: How is it changing? Everything is always in a state of transformation from one state to another. This happens to everything and everyone.
Connection: What is the link to other things? A relationship in which a person, thing, or idea is linked or associated with something else.
Function: How does it work? Everything has a purpose, a role, or a way of behaving that can be investigated.
RELATED CONCEPTS:
Needs
Values
Space
Culture
Relationships
MATH UNITS:
Ms. Shannon's Group: Intro to math - Sorting and classifying Patterns Mapping (related to IB Unit) |
Math Units:
Mrs. Gampper's Group: Graphing Patterns Number work Mapping (related to IB Unit) |
LANGUAGE ARTS UNITS:
Ms. Shannon's Group: READING: We are readers: Building good habits and routines WRITING: Launching writing workshop and storytelling |
LANGUAGE ARTS UNITS:
Mrs. Gampper's Group: READING: Building good reading habits/Tackling hard words/Partner reading WRITING: Launching the Writing Workshop, Small Moments: Writing with focus, detail and dialogue |
SUMMATIVE ASSESSMENT:
What are the possible ways of assessing students’ understanding of the central idea?
Each child will have a role in collaboratively adapting a designated space in the classroom.
As a summative assessment children will have a choice of how they decide to display their understanding of the central idea. Possibilities may include:
What are the possible ways of assessing students’ understanding of the central idea?
Each child will have a role in collaboratively adapting a designated space in the classroom.
As a summative assessment children will have a choice of how they decide to display their understanding of the central idea. Possibilities may include:
- Giving children in the ECP a tour of our 'new' space
- Creating a story board of the creative process
- Documenting how they solved a decision making problem
- Sharing an artifact they designed for the collaborative space
EXPLANATION OF TRANSDISCIPLINARY SKILLS:
Transdisciplinary Skills: Thinking Skills: Acquisition of Knowledge - Gaining specific facts, ideas, vocabulary Application - Making use of previously acquired knowledge in new ways Social Skills: Group Decision Making Cooperation Respecting Others Communication Skills: Presenting |
RESOURCES/EXPERTS:
Literature: Roxaboxen by Alice Mclerran Wanda's Roses by Pat Brisson The Peace Book by Todd Parr Discussion about the decision to create the new nature play space at The Watershed. Looking and discussing photographs of the Princeton 'Parklet' in front of JaZams "A new space established to create community" |
WAYS TO EXTEND LEARNING AT HOME:
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SPECIALIST CONNECTIONS:
Learning Through Landscapes:
In Learning through Landscapes, the students will be exploring different communities in the natural world. They will be looking at how the inhabitants of a pond, the forest, meadows, and bee colonies work together to sustain their community.
PE:
While K/1 students learn about the concept of change in the classroom, they will also learn about change in PSPE. Our focus this unit is on games from around the world. Children will play these new games, and they will look at how the games change when they change the space in which they are played.
SPANISH:
In Spanish we will learn places in our community, how our environment helps us learn and the role students play in relation to other members of the school.
Learning Through Landscapes:
In Learning through Landscapes, the students will be exploring different communities in the natural world. They will be looking at how the inhabitants of a pond, the forest, meadows, and bee colonies work together to sustain their community.
PE:
While K/1 students learn about the concept of change in the classroom, they will also learn about change in PSPE. Our focus this unit is on games from around the world. Children will play these new games, and they will look at how the games change when they change the space in which they are played.
SPANISH:
In Spanish we will learn places in our community, how our environment helps us learn and the role students play in relation to other members of the school.
Unit 6 Overview: May 1 - June 6
TRANSDISCIPLINARY THEME:
How We Organize Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
CENTRAL IDEA:
Food travels and goes through various processes
LINES OF INQUIRY:
- Origins of food we eat
- Processes food goes through and their impact
- People and systems involved in food production and distribution
LEARNER PROFILE:
What opportunities will occur for the development of the attributes of the learner profile? Reflective Inquirer |
TEACHER QUESTIONS (PROVOCATIONS):
Processes food goes through and their impact People and systems involved in food production and distribution Participating in the process of making foods and changing foods from one state of matter to another
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Vocabulary:
process production consumption farming transportation distribution origin of food organic |
KEY CONCEPTS:
Change: How is it changing? Everything is always in a state of transformation from one state to another. This happens to everything and everyone.
Connection: What is the link to other things? A relationship in which a person, thing, or idea is linked or associated with something else.
Causation: Why it is like it is?
RELATED CONCEPTS:
Systems
Farming
Production
Processes
Consumption
Change: How is it changing? Everything is always in a state of transformation from one state to another. This happens to everything and everyone.
Connection: What is the link to other things? A relationship in which a person, thing, or idea is linked or associated with something else.
Causation: Why it is like it is?
RELATED CONCEPTS:
Systems
Farming
Production
Processes
Consumption
MATH UNITS:
Ms. Shannon's Group:
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Mrs. Anton's Group:
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LANGUAGE ARTS UNITS:
Ms. Shannon's Group: READING
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Mrs. Anton's Group: READING
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SUMMATIVE ASSESSMENT:
What are the possible ways of assessing students’ understanding of the central idea?
· Explain/draw/write a step-by-step model of how food is processed
· Create a large-scale map of farm and surrounding businesses to show
how food travels
What are the possible ways of assessing students’ understanding of the central idea?
· Explain/draw/write a step-by-step model of how food is processed
· Create a large-scale map of farm and surrounding businesses to show
how food travels
EXPLANATION OF TRANSDISCIPLINARY SKILLS:
Transdisciplinary Skills: Thinking Skills: Analysis and Evaluation Research Skills: Formulating Questions |
RESOURCES/EXPERTS:
Howell Living History Farm Mrs. Z |
WAYS TO EXTEND LEARNING AT HOME:
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Unit 5 Overview: March 6 - April 21
TRANSDISCIPLINARY THEME: Sharing the Planet An inquiry into the rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
CENTRAL IDEA: Interdependence is essential to the web of life.
LINES OF INQUIRY:
CENTRAL IDEA: Interdependence is essential to the web of life.
LINES OF INQUIRY:
- Properties of living and nonliving things
- Types of ecosystems and how they work
- Case Study: insects (characteristics, life cycles, where and how they live, role within ecosystem)
LEARNER PROFILE:
What opportunities will occur for the development of the attributes of the learner profile?
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TEACHER QUESTIONS (PROVOCATIONS):
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Vocabulary:
Ecosystem Organism Habitat Classification Cycle Interdependence Living versus nonliving Insect Diagram |
KEY CONCEPTS:
Form: What is it like? Everything has characteristics that can be observed, identified, described and categorized.
Connection: What is the link to other things? A relationship in which a person, thing, or idea is linked or associated with something else.
Change: How is it changing? Everything is always in a state of transformation from one state to another. This happens to everything and everyone.
RELATED CONCEPTS:
Cycles: A series of events that are regularly repeated in the same order.
Ecosystems: A biologic community of interacting organisms in their physical environment
Interdependence: Mutual reliance between two or more groups.
Classification: The action or process of grouping something according to shared qualities or charcteristics.
Form: What is it like? Everything has characteristics that can be observed, identified, described and categorized.
Connection: What is the link to other things? A relationship in which a person, thing, or idea is linked or associated with something else.
Change: How is it changing? Everything is always in a state of transformation from one state to another. This happens to everything and everyone.
RELATED CONCEPTS:
Cycles: A series of events that are regularly repeated in the same order.
Ecosystems: A biologic community of interacting organisms in their physical environment
Interdependence: Mutual reliance between two or more groups.
Classification: The action or process of grouping something according to shared qualities or charcteristics.
MATH UNITS:
Ms. Shannon's Group: - Counting to 100 - Patterns : Groups of ten on a 100’s chart - Geometry: Identify and describe shapes Analyze and compare shapes |
Mrs. Anton's Group: -Continue Time -Measurement: Area, Volume and weight -Money |
LANGUAGE ARTS UNITS:
Ms. Shannon's Group: Reading - Reading with expression (Punctuation) - Connecting to story elements (Fiction) Writing - Writing with expression (Punctuation) - Connection to imagination (Fiction) |
Mrs. Anton's Group: Reading: -Sounding like readers: Fluency and phrasing -Exploring the sound of poetry Writing: -Using Fluency and phrasing to enhance our writing -Becoming poets. Words that sing. |
SUMMATIVE ASSESSMENT:
What are the possible ways of assessing students’ understanding of the central idea?
All About Insect booklets:
What are the possible ways of assessing students’ understanding of the central idea?
All About Insect booklets:
- We will look for: understanding of insect body parts, food, habitat/ecosystem, interesting facts
- Drawing and sculpting local insects. We will look for: Accurate representation of features
EXPLANATION OF TRANSDISCIPLINARY SKILLS:
Transdisciplinary Skills:
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RESOURCES/EXPERTS:
Mrs. Z. Literature: How Strong is an Ant? (Carson), Bugs Are Insects (Rockwell), Ultimate Bug-Opedia (Murawski), Ant Cities (Dorros) Art: National Geographic magazine photographs, clay, sculpting tools |
WAYS TO EXTEND LEARNING AT HOME:
1) Discuss the needs of living things. -Living things need food to live. -Living things need air to live. -Living things need water to live. -Living things need shelter. 2) Discuss the difference between living, once living and pretend. -Living things need food,air, water, and shelter. -Once living things used to need food, air, water, and shelter -Pretend things never need food, air, water. 3) Create your own list of living and nonliving things by locating living things in indoor and outdoor settings. 4) Use cut-out magazine pictures to discuss and classify living and nonliving things. |
Unit 4 Overview: January 23 - March 3
TRANSDISCIPLINARY THEME:
Who We Are:
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.
CENTRAL IDEA:
A well-balanced lifestyle is important to human health
LINES OF INQUIRY:
- Basic needs- what our bodies need to be healthy
- How balance is essential to a healthy lifestyle
- Taking personal responsibility for our health and wellbeing.
LEARNER PROFILE:
What opportunities will occur for the development of the attributes of the learner profile? Balanced: We understand the importance of balancing different aspects of our lives...to achieve well-being for ourselves and others. We recognize our independence with other people and the world in which we live. (www.ibo.org) Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and development. (www.ibo.org) |
TEACHER QUESTIONS (PROVOCATIONS):
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Vocabulary:
Health Nutrition Food groups Protein Calories Carbohydrate Vitamins Food label Habit Portion Control Food Pyramid Fitness Stretching Heart rate Germs and many more... |
KEY CONCEPTS:
Responsibility: What is our responsibility? People make choices based on their understanding. The actions they take as a result make a difference.
Connection: What is the link to other things? A relationship in which a person, thing, or idea is linked or associated with something else.
RELATED CONCEPTS:
Nutrition: The study of food, what's in your food, and how it works in your body
Balanced lifestyle: "A way of living that creates harmony and stability which allows you to experience greater levels of health and happiness in your life." (Joshua Bourke, 2014)
Mind-body connection: How your brain, your emotions, and your thoughts can influence your body and how it functions
Responsibility: What is our responsibility? People make choices based on their understanding. The actions they take as a result make a difference.
Connection: What is the link to other things? A relationship in which a person, thing, or idea is linked or associated with something else.
RELATED CONCEPTS:
Nutrition: The study of food, what's in your food, and how it works in your body
Balanced lifestyle: "A way of living that creates harmony and stability which allows you to experience greater levels of health and happiness in your life." (Joshua Bourke, 2014)
Mind-body connection: How your brain, your emotions, and your thoughts can influence your body and how it functions
MATH - RELATED UNITS:
Ms. Shannon's Group Ms. Finny's Group
- Measurement - Non-standard and Standard -Measurement: length (Non-standard and Standard), height, distance.
- Time -Time
Ms. Shannon's Group Ms. Finny's Group
- Measurement - Non-standard and Standard -Measurement: length (Non-standard and Standard), height, distance.
- Time -Time
LANGUAGE ARTS - STAND ALONE UNITS:
Ms. Shannon's Group Reading:
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Ms. Finny's Group Reading:
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SUMMATIVE ASSESSMENT:
What are the possible ways of assessing students’ understanding of the central idea?
What are the possible ways of assessing students’ understanding of the central idea?
- The children will be able to explain the benefits of exercise. The children will learn to use measuring tools to assess our health and create fitness goals.
- The children will be able to explain the benefits of good nutrition.
- The children will create a healthy lifestyle exercise routine based upon research. They will teach this routine to the rest of the school to demonstrate their understanding of the central idea.
EXPLANATION OF TRANSDISCIPLINARY SKILLS:
Thinking Skills: Comprehension and Application Research Skills: Planning, Collecting and Recording Data Self-Management Skills: Healthy Lifestyle and Informed Choices |
RESOURCES/EXPERTS:
Website: MyPlate - Nutrition Education https://www.fns.usda.gov/multimedia/cn/dmp_tglesson1.pdf Literature: The Edible Pyramid (Leedy) The Busy Body Book (Rockwell) The Edible Schoolyard (Alice Waters) |
WAYS TO EXTEND LEARNING AT HOME:
Cook together! Enjoy shopping for and cooking a healthy meal together. Exercise together! Go for a walk or a bike ride, do yoga or stretch together. Think (and talk) about balance when making family plans. If you are going to watch a movie how can you balance it with something active. If you have a sweet treat how do you balance it with a healthy choice to benefit your body. |
Unit 3 Overview: November 28 - January 13
TRANSDISCIPLINARY THEME:
How We Express Ourselves: An inquiry into 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; our appreciation of the aesthetic
CENTRAL IDEA:
The arts can be used to express moods and tell a story
LINES OF INQUIRY:
- Relationship between images and text in picture books
- Content and point of view of images and photography
- Creating and responding to our own images and photography
- How the arts convey ideas
LEARNER PROFILE:
What opportunities will occur for the development of the attributes of the learner profile? Reflective Open-Minded Communicator |
TEACHER QUESTIONS (PROVOCATIONS):
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Vocabulary:
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KEY CONCEPTS:
Change: How is it changing? The act of making or becoming different.
Perspective: What are the points of view? A way of regarding something.
Connection: What is the link to other things? A relationship in which a person, thing, or idea is linked or associated with something else.
RELATED CONCEPTS:
Communication: The exchanging of information. A means of connection between people or places. Communication highlights social contact and dialogue.
Self expression: The expression of one's feelings, thoughts and ideas, especially in writing, art, music or dance.
Creativity: The use of imaginative and original ideas especially in the production of artistic work
MATH STAND ALONE UNITS:
Ms. Shannon's Math
Ms. Finny's Math
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LANGUAGE ARTS - RELATED AND STAND ALONE UNITS:
Ms. Shannon's Reading and Writing
Ms. Finny's Reading and Writing:
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SUMMATIVE ASSESSMENT:
What are the possible ways of assessing students’ understanding of the central idea?
After studying a variety of art forms, the children will create expressive artwork (individuals will choose the artistic medium) and then ‘hang’ a gallery show. They will use descriptive labels for each piece to display their understanding of the concepts linked to the central idea: Arts express moods and tell stories. They will also share their knowledge as they give tours of the gallery to visitors.
What are the possible ways of assessing students’ understanding of the central idea?
After studying a variety of art forms, the children will create expressive artwork (individuals will choose the artistic medium) and then ‘hang’ a gallery show. They will use descriptive labels for each piece to display their understanding of the concepts linked to the central idea: Arts express moods and tell stories. They will also share their knowledge as they give tours of the gallery to visitors.
EXPLANATION OF TRANSDISCIPLINARY SKILLS:
Communication Skills: Listening and Speaking Thinking Skills: Evaluation Self-Management Skills: Spatial Awareness and Organization |
RESOURCES/EXPERTS:
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WAYS TO EXTEND LEARNING AT HOME:
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UNIT 2 Overview: October 18 - November 18
TRANSDISCIPLINARY THEME: How the World Works
CENTRAL IDEA: Energy Causes Movement
LINES OF INQUIRY:
- Forces and energy
- What energy can do
- Exploring inanimate objects that move using kinetic energy
LEARNER PROFILE:
What opportunities will occur for the development of the attributes of the learner profile? Inquirer: Investigate and explore different forms of energy through books, internet and experiments Communicator: Work in pairs to make an inanimate object move |
TEACHER QUESTIONS (PROVOCATIONS):
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Vocabulary:
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KEY CONCEPTS:
Function: How does it work? What type of energy creates different movement
Causation: Why it is like it is? Exploring cause and effect as they relate to energy and movement
Change: How is it changing? How does energy transform and object from being inert (potential energy) to being in motion (kinetic energy)
RELATED CONCEPTS:
Gravity: Studying the force that attracts objects toward the center of the earth
Wind energy/power: The natural movement of air. Wind energy harnesses winds kinetic energy and converts it into electricity
Function: How does it work? What type of energy creates different movement
Causation: Why it is like it is? Exploring cause and effect as they relate to energy and movement
Change: How is it changing? How does energy transform and object from being inert (potential energy) to being in motion (kinetic energy)
RELATED CONCEPTS:
Gravity: Studying the force that attracts objects toward the center of the earth
Wind energy/power: The natural movement of air. Wind energy harnesses winds kinetic energy and converts it into electricity
MATH STAND ALONE UNITS:
K MATH
1st Math
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LANGUAGE ARTS STAND ALONE UNITS:
K Reading
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SUMMATIVE ASSESSMENT:
What are the possible ways of assessing students’ understanding of the central idea?
After the children have been introduced to the concept of energy and had time to explore and experiment with various forms of energy, pairs of children will be asked to choose (or build) an object and plan a way to make that object move using energy.
What are the possible ways of assessing students’ understanding of the central idea?
After the children have been introduced to the concept of energy and had time to explore and experiment with various forms of energy, pairs of children will be asked to choose (or build) an object and plan a way to make that object move using energy.
EXPLANATION OF TRANSDISCIPLINARY SKILLS:
Thinking skills: Acquisition of knowledge, application Research skills: Formulating questions, planning, presenting findings Social skills: Cooperating, group decision making |
RESOURCES/EXPERTS:
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WAYS TO EXTEND LEARNING AT HOME:
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UNIT 1 Overview: September 12 - October 14
TRANSDISCIPLINARY THEME: Where We Are in Place and Time
CENTRAL IDEA: Where we live influences how we live
LINES OF INQUIRY:
CENTRAL IDEA: Where we live influences how we live
LINES OF INQUIRY:
- Basic needs of people
- How different locations, environments, and climates influence how needs are met
- A Day in the life of a child (examples from around the world)
TEACHER QUESTIONS (PROVOCATIONS):
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Vocabulary
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KEY CONCEPTS: Form, causation, connection
RELATED CONCEPTS: Needs, lifestyles, climate, geography, diversity
RELATED CONCEPTS: Needs, lifestyles, climate, geography, diversity
MATH STAND ALONE UNITS:
K MATH
1st Math
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LANGUAGE ARTS STAND ALONE UNITS:
K Reading and Writing
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SUMMATIVE ASSESSMENT:
- Create an online map to document: How do climate and terrain affect food production, homes and water. Map will contain links to individual students research on family and friends around the world about local foods, types of shelters, ways to shop
- Discuss and record connections the children make to the lifestyles in different places they have visited around the world, places they have lived, and places they have family
- Create a list of basic human needs and how they can be met in various environments
EXPLANATION OF TRANSDISCIPLINARY SKILLS:
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RESOURCES/EXPERTS/FIELD TRIPS:
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WAYS TO EXTEND LEARNING AT HOME:
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Unit 5 Overview: May 2 - June 3
Transdisciplinary Theme:
Sharing the Planet
Central Idea:
How humans use and discard materials impacts the natural environment
Lines of Inquiry:
Transdisciplinary Theme:
Sharing the Planet
Central Idea:
How humans use and discard materials impacts the natural environment
Lines of Inquiry:
- How can we reuse old materials to create something new?
- How can we reduce the amount of trash we produce?
- Who (or what) can benefit from our trash?
TEACHER QUESTIONS (PROVOCATIONS):
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KEY VOCABULARY:
Reduce Reuse Recycle Upcycle Comopost Decompose Aerate Waste |
KEY CONCEPTS:
Causation: Composting with worms and discovering how composting affects soil and plants
Connection: The connection between composting and creating a healthier environment. Connecting with our school garden to create nutrient-rich soil for plants
Responsibility: Composting project & trash reduction movement
RELATED CONCEPTS:
Change: Children will affect change in our local environment by creating a composting and trash reduction project. They will lessen then amount of trash sent to the landfill through recycling and composting
Environment: Children will become aware of the negative environmental impact (land, air, and water pollution) caused by our discarded waste. They will become proactive in changing their everyday lifestyle to reduce personal waste.
Causation: Composting with worms and discovering how composting affects soil and plants
Connection: The connection between composting and creating a healthier environment. Connecting with our school garden to create nutrient-rich soil for plants
Responsibility: Composting project & trash reduction movement
RELATED CONCEPTS:
Change: Children will affect change in our local environment by creating a composting and trash reduction project. They will lessen then amount of trash sent to the landfill through recycling and composting
Environment: Children will become aware of the negative environmental impact (land, air, and water pollution) caused by our discarded waste. They will become proactive in changing their everyday lifestyle to reduce personal waste.
MATH CONNECTIONS TO CENTRAL IDEA:
Data Handling:
MATH CONCEPTS (STAND ALONE): Measurement:
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LANGUAGE ARTS CONNECTIONS TO CENTRAL IDEA:
Reading:
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SUMMATIVE ASSESSMENT:
Our summative assessment will include each child's participation in our classroom and school-wide composting project. Children will travel from class to class to present what they learned about waste reduction and offer suggestions of actions that the other classes can take to positively affect our natural environment
Children will create small group 'upcycled' works of art or inventions - using recycled materials to create something new and pleasing from trash
Our summative assessment will include each child's participation in our classroom and school-wide composting project. Children will travel from class to class to present what they learned about waste reduction and offer suggestions of actions that the other classes can take to positively affect our natural environment
Children will create small group 'upcycled' works of art or inventions - using recycled materials to create something new and pleasing from trash
EXPLANATION OF TRANSDISCIPLINARY SKILLS:
Thinking Skills: Acquisition of knowledge, application, analysis, evaluation Self-Management Skills: Accepting responsibility, cooperating, group decision making Research Skills: Formulating questions, collecting and recording data, interpreting data |
RESOURCES/EXPERTS/FIELD TRIPS:
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WAYS TO EXTEND LEARNING AT HOME:
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Unit 5 Overview: February 29th-April 15th
Transdisciplinary Theme:
How we express ourselves
Central Idea:
People write for different purposes.
Transdisciplinary Theme:
How we express ourselves
Central Idea:
People write for different purposes.
TEACHER QUESTIONS (PROVOCATIONS):
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KEY VOCABULARY:
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KEY CONCEPTS:
Form: Form will be represented in the project through the ability to differentiate between styles, authors, genres, points of view and purposes. Children will create a mind map to connect different types of writing with their purpose (i.e. to tell stories, to teach, convey facts…).
Function: Reasons for writing. The ability to convey in their own writing the style and characteristics of a particular genre.
Connection: Sharing our writing. The children will chose a purpose, write a piece for an audience and read it to the class.
RELATED CONCEPTS:
Genre: A study into categories of writing characterized by similarities in form, style or subject matter.
Purpose: An exploration into the reasons why people write and why writing exists.
Audience: The people reached by a book or other forms of writing. The collective listeners or readers of the author's writing.
Form: Form will be represented in the project through the ability to differentiate between styles, authors, genres, points of view and purposes. Children will create a mind map to connect different types of writing with their purpose (i.e. to tell stories, to teach, convey facts…).
Function: Reasons for writing. The ability to convey in their own writing the style and characteristics of a particular genre.
Connection: Sharing our writing. The children will chose a purpose, write a piece for an audience and read it to the class.
RELATED CONCEPTS:
Genre: A study into categories of writing characterized by similarities in form, style or subject matter.
Purpose: An exploration into the reasons why people write and why writing exists.
Audience: The people reached by a book or other forms of writing. The collective listeners or readers of the author's writing.
MATH CONNECTIONS TO CENTRAL IDEA:
Data Handling, Phase 2
MATH CONCEPTS (STAND ALONE): Subtraction Number, Phase 1:
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LANGUAGE ARTS CONNECTIONS TO CENTRAL IDEA:
Reading:
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WAYS OF ASSESSING:
SUMMATIVE ASSESSMENT:
Children will chose a purpose, write a piece for an audience, and read to the class (or have it read by a classmate or teacher). We will assess their understanding of the genre. Their writing will include the various components related to their chosen topic. As children share their writing (if applicable) with the class and we will assess their fluency and comfort level presenting.
- Brainstorming a list of types and purposes of writing. Related conversations in a group setting.
- Sort writing samples of various genres into different groups.
- Why do you think people write? [written exercise]
- Ability to use a Venn Diagram to find similarities and difference between the work of different authors.
SUMMATIVE ASSESSMENT:
Children will chose a purpose, write a piece for an audience, and read to the class (or have it read by a classmate or teacher). We will assess their understanding of the genre. Their writing will include the various components related to their chosen topic. As children share their writing (if applicable) with the class and we will assess their fluency and comfort level presenting.
EXPLANATION OF TRANSDISCIPLINARY SKILLS:
Research skills: Collecting and recording data Communication skills: Reading, writing, presenting |
RESOURCES/EXPERTS/FIELD TRIPS:
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WAYS TO EXTEND LEARNING AT HOME:
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Unit 4 Overview: January 26 - February 22
Transdisciplinary Theme:
How the World Works
Central Idea:
Patterns and Cycles help us understand the natural World
Transdisciplinary Theme:
How the World Works
Central Idea:
Patterns and Cycles help us understand the natural World
TEACHER QUESTIONS (PROVOCATIONS):
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KEY VOCABULARY:
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KEY CONCEPTS:
Form: We will study the concept of form by exploring what the lunar cycle looks like, ie: the lunar cycle is representative of a series of events that are regularly repeated in the same order
Change: The rotation of the earth affects the changes in days and nights as well as the seasons around the world.
RELATED CONCEPTS:
Life cycle: The series of stages that living things pass through during its lifetime
Seasons: We will connect the four seasons with the rotation of the earth and how the seasons are a yearly pattern
Lunar cycle: The study of the lunar phases that the moon travel through over the course of month
Form: We will study the concept of form by exploring what the lunar cycle looks like, ie: the lunar cycle is representative of a series of events that are regularly repeated in the same order
Change: The rotation of the earth affects the changes in days and nights as well as the seasons around the world.
RELATED CONCEPTS:
Life cycle: The series of stages that living things pass through during its lifetime
Seasons: We will connect the four seasons with the rotation of the earth and how the seasons are a yearly pattern
Lunar cycle: The study of the lunar phases that the moon travel through over the course of month
MATH CONNECTIONS TO CENTRAL IDEA:
Pattern and Function:
Shape and Space:
Number:
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SCIENCE CONNECTIONS TO CENTRAL IDEA:
Observation:
Exploration:
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LANGUAGE ARTS CONNECTIONS TO CENTRAL IDEA:
Reading:
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WAYS OF ASSESSING:
The class will vote upon a natural cycle to study in depth. In small groups, children will choose different ways to display information they learn about the cycle through research. Groups may include, the 3D model of the cycle, a book about the cycle, a video about the cycle. Within the process of creating the displays we will address the global nature of patterns and cycles (time zones, etc)
Children will develop their ability to take and use the knowledge they acquired to apply it to the final project. We will look for individual and collaborative working styles.
- Through discussion and written work assess their understanding of time (the course of a day, month, year)
- Children will draw a picture depicting their understanding of what makes day and night or what creates the seasons
- We will look at a map of the world and discuss what children already know about the concept of time zones
- We will introduce and study different types of patterns and cycles. We will asses the use of new vocabulary and ability to complete patterns and create new patterns,
- We will discuss ways that patterns and cycles impact our lives - complete a lunar chart, study sunrise and sunset, use books and poetry as references, we will assess the ability to name patterns in literature as well as math
- Children will learn to make connections between different types of patterns and cycles. We will record discussions following informational videos and books
The class will vote upon a natural cycle to study in depth. In small groups, children will choose different ways to display information they learn about the cycle through research. Groups may include, the 3D model of the cycle, a book about the cycle, a video about the cycle. Within the process of creating the displays we will address the global nature of patterns and cycles (time zones, etc)
Children will develop their ability to take and use the knowledge they acquired to apply it to the final project. We will look for individual and collaborative working styles.
EXPLANATION OF TRANSDISCIPLINARY SKILLS:
Research Skills: Formulating questions, organizing data, presenting research Thinking Skills: Acquisition of skills, comprehension and application |
RESOURCES/EXPERTS/FIELD TRIPS:
Maps and globes Websites, videos, non-fiction books Poetry books Lunar phase chart Class made sundial |
WAYS TO EXTEND LEARNING AT HOME:
Work together with your child to log when the sun sets each evening. Use that data to create a graph or a chart. Contact family members or friends that live in other states or countries. What season is it there? What time is it? |
Unit 3 Overview:
TRANSDISCIPLINARY THEME:
Where we are in place and time.
CENTRAL IDEA:
Personal histories help us understand who we are, where we’ve come from and where we’re going.
TEACHER QUESTIONS (PROVOCATIONS):
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KEY VOCABULARY:
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KEY CONCEPTS:
Causation:
Timelines will help us to understand how different events cause change in our lives. (ex. moving to new place, birth of sibling)
Perspective:
An exchange of ideas between students and their families will reveal a broader perspective as they learn that people speak different languages, celebrate various holidays, eat different foods, and practice different cultural traditions
Reflection:
Students will reflect and write about their personal histories as another means of sharing what they value
RELATED CONCEPTS:
Chronology:
The sequential order in which past events occur. Children will use the concept of chronology to place their most memorable moments in the appropriate order on their timeline.
Artifacts:
An object that is a characteristic of an earlier time. Children will carefully select meaningful personal artifacts that represent moments of importance in their personal histories. They will have the opportunity to share these artifacts with the class.
Causation:
Timelines will help us to understand how different events cause change in our lives. (ex. moving to new place, birth of sibling)
Perspective:
An exchange of ideas between students and their families will reveal a broader perspective as they learn that people speak different languages, celebrate various holidays, eat different foods, and practice different cultural traditions
Reflection:
Students will reflect and write about their personal histories as another means of sharing what they value
RELATED CONCEPTS:
Chronology:
The sequential order in which past events occur. Children will use the concept of chronology to place their most memorable moments in the appropriate order on their timeline.
Artifacts:
An object that is a characteristic of an earlier time. Children will carefully select meaningful personal artifacts that represent moments of importance in their personal histories. They will have the opportunity to share these artifacts with the class.
MATH CONNECTIONS TO CENTRAL IDEA:
Data Handling: Sorts and labels by real attributes, creates pictographs and tally marks and uses Venn diagrams to explore relationships between data Measurement: Identifies and describes sequence of events (daily routine), reads and writes time to the hour, half hour and quarter hour, estimates and compares length of time |
LANGUAGE ARTS CONNECTIONS TO CENTRAL IDEA:
Growing a sense of story: Expose children to realistic fiction and historical fiction that tells personal stories. Introduce children to the genre of autobiographies. Children will Make connections to their own experiences when listening to or reading texts. In writing, children will write personal narratives. They will tell their own stories in verbal and written forms. They will use artifacts that reflect their personal history, and how we all differ. |
WAYS OF ASSESSING:
- Document participation of listening and speaking skills during morning meeting and group activities
- Assess understanding sequence of events (studying time, daily schedule, organizing dates in order)
- Observe context and fluidity of written communication
- Assess ability to ask questions to learn about the past
- Create, analyze and interpret personal timelines
- Children will reflect on persoanl timeline to make an informed prediction of future events
EXPLANATION OF TRANSDISCIPLINARY SKILLS:
Thinking Skills: Evaluation, acquisition of knowledge Social skills: Respecting others Communication skills: Listening, speaking, reading, writing Research skills: Formulating questions, organizing data, presenting research |
RESOURCES/EXPERTS/FIELD TRIPS:
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WAYS TO EXTEND LEARNING AT HOME:
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October and November, 2015
Unit Overview:
Spring, 2015
"Images can be used to convey meaning, express moods and tell a story."
Dear Families,
We are in the midst of our fifth IB unit of study. This unit is part of the theme “How We Express Ourselves.” The central idea is: “Images can be used to convey meaning, express moods and tell a story.” We began exploring this idea by asking, “What does it mean to communicate?” The children shared that communication can be verbal or non-verbal such as hand signals or facial expressions. We can communicate through writing or drawing. They even mentioned that many animals communicate using sound, vibrations or special calls. In this unit we will look at images as a means of communication. We will explore this concept through the use of photography and poetry.
During this unit we will explore the following lines of inquiry:
As always, if you have any questions about this unit or would like to contribute to our work in some way, please let us know.
Sincerely,
Amanda and Jessica
We are in the midst of our fifth IB unit of study. This unit is part of the theme “How We Express Ourselves.” The central idea is: “Images can be used to convey meaning, express moods and tell a story.” We began exploring this idea by asking, “What does it mean to communicate?” The children shared that communication can be verbal or non-verbal such as hand signals or facial expressions. We can communicate through writing or drawing. They even mentioned that many animals communicate using sound, vibrations or special calls. In this unit we will look at images as a means of communication. We will explore this concept through the use of photography and poetry.
During this unit we will explore the following lines of inquiry:
- The relationship between images and text in picture books
- Content and point of view of images/ photography
- Creating and responding to our own images and photography
As always, if you have any questions about this unit or would like to contribute to our work in some way, please let us know.
Sincerely,
Amanda and Jessica
"People invent to solve problems and make life easier."
Dear Families,
We are excited to begin a new year and a new IB unit of inquiry. Our fourth unit of study explores the central idea: “People invent to solve problems and make life easier.” The follow lines of inquiry will be pursued:
· Inventions and the challenges that they addressed
· How people approach problem solving to meet a need
· Attributes of inventors
· Design process
Last week, we began by challenging the students to create a boat that could hold the most pennies. They experienced the design and revision process, learning from one another and their initial designs. Throughout this unit, students will continue to design their own inventions as well as study inventors who made the things we use every day.
As we look at the Learner Profile, we will notice that inventors are reflective, inquirers, thinkers, risk-takers and more. Students will use their creativity and open-mindedness as they pursue their own inventions within the classroom setting.
As a culminating project, the students will be addressing a problem or identifying something that they would like to improve upon at PJS. As a class, we will plan, create models and implement our design. We look forward to sharing our work with you in the weeks ahead. If there is any way you would like to support our work this unit, please let us know.
Sincerely,
Amanda and Jessica
We are excited to begin a new year and a new IB unit of inquiry. Our fourth unit of study explores the central idea: “People invent to solve problems and make life easier.” The follow lines of inquiry will be pursued:
· Inventions and the challenges that they addressed
· How people approach problem solving to meet a need
· Attributes of inventors
· Design process
Last week, we began by challenging the students to create a boat that could hold the most pennies. They experienced the design and revision process, learning from one another and their initial designs. Throughout this unit, students will continue to design their own inventions as well as study inventors who made the things we use every day.
As we look at the Learner Profile, we will notice that inventors are reflective, inquirers, thinkers, risk-takers and more. Students will use their creativity and open-mindedness as they pursue their own inventions within the classroom setting.
As a culminating project, the students will be addressing a problem or identifying something that they would like to improve upon at PJS. As a class, we will plan, create models and implement our design. We look forward to sharing our work with you in the weeks ahead. If there is any way you would like to support our work this unit, please let us know.
Sincerely,
Amanda and Jessica
"A well-balanced lifestyle is important to human health."
Dear Families,
Last week we began another IB unit of inquiry. This unit is part of the theme “Who We Are.” The central idea is: “A well-balanced lifestyle is important to human health.” We began exploring this idea by asking, “What do people need to be healthy?” The children produced a range of answers that we have categorized into: diet, exercise and healthy habits. Thank you for the many parents that joined us this week to participate in our project work by taking part in the exercise circuit the children created.
During this unit we will explore the following lines of inquiry:
· Basic needs- what our bodies need to be healthy
· How balance is essential to a healthy lifestyle
· Taking personal responsibility for our health and wellbeing through our choices
· Cultural perspectives on mind-body connection
Our unit of inquiry will continue to integrate many areas of study. Mrs. Webster will collaborate in Sports to enrich our understandings about being healthy. Mrs. Zeppenfeld will be working with the children to understand different food groups and the recommended foods and proportions to eat. In math, we have begun a study of measurement and will apply this knowledge to measure length and time as part of our fitness challenges. We will graph the results for a review of graphing.
As always, if you have any questions about this unit or would like to contribute to our work in some way, please let us know.
Sincerely,
Amanda and Jessica
Last week we began another IB unit of inquiry. This unit is part of the theme “Who We Are.” The central idea is: “A well-balanced lifestyle is important to human health.” We began exploring this idea by asking, “What do people need to be healthy?” The children produced a range of answers that we have categorized into: diet, exercise and healthy habits. Thank you for the many parents that joined us this week to participate in our project work by taking part in the exercise circuit the children created.
During this unit we will explore the following lines of inquiry:
· Basic needs- what our bodies need to be healthy
· How balance is essential to a healthy lifestyle
· Taking personal responsibility for our health and wellbeing through our choices
· Cultural perspectives on mind-body connection
Our unit of inquiry will continue to integrate many areas of study. Mrs. Webster will collaborate in Sports to enrich our understandings about being healthy. Mrs. Zeppenfeld will be working with the children to understand different food groups and the recommended foods and proportions to eat. In math, we have begun a study of measurement and will apply this knowledge to measure length and time as part of our fitness challenges. We will graph the results for a review of graphing.
As always, if you have any questions about this unit or would like to contribute to our work in some way, please let us know.
Sincerely,
Amanda and Jessica
"Food Goes Through Many Processes and Journeys Before it Reaches Our Table."
An introduction to our next IB unit
Dear Families,
This week the K/1 Class began their second IB unit of inquiry. We would like to share some information about this unit and provide a brief overview.
This unit is part of the theme “How We Organize Ourselves.” The central idea is: “Food travels and goes through various processes before it reaches our table.” We will learn about this central idea by discussing the process of how cheese and chocolate are made. This unit allows us to explore another dimension of food and build on the understandings from our first IB unit.
During this unit we will explore the following lines of inquiry:
Origins of the food we eat
Processes food goes through and their impact
People and systems involved in food production and distribution
Properties of and changes in states of matter
IB units are designed to integrate many subjects into their projects. During this unit, children will use literacy skills to write and illustrate the steps of food processes through sequential stories. Our Science work will include an exploration of the states of matter as we study how solids, liquids and gases are formed and changed. We will be going to Cherry Grove Farm to learn more about the cheese-making process. We will then track their cheese to the local restaurants that serve it. This study will include map-making skills and mathematics as we calculate how far the cheese has traveled.
As with our first unit, we will ask you to share any student-led action that demonstrates the learning in this unit at home. If you have any questions or contributions you would like to make to the unit, please let us know.
Sincerely,
Amanda and Jessica
This week the K/1 Class began their second IB unit of inquiry. We would like to share some information about this unit and provide a brief overview.
This unit is part of the theme “How We Organize Ourselves.” The central idea is: “Food travels and goes through various processes before it reaches our table.” We will learn about this central idea by discussing the process of how cheese and chocolate are made. This unit allows us to explore another dimension of food and build on the understandings from our first IB unit.
During this unit we will explore the following lines of inquiry:
Origins of the food we eat
Processes food goes through and their impact
People and systems involved in food production and distribution
Properties of and changes in states of matter
IB units are designed to integrate many subjects into their projects. During this unit, children will use literacy skills to write and illustrate the steps of food processes through sequential stories. Our Science work will include an exploration of the states of matter as we study how solids, liquids and gases are formed and changed. We will be going to Cherry Grove Farm to learn more about the cheese-making process. We will then track their cheese to the local restaurants that serve it. This study will include map-making skills and mathematics as we calculate how far the cheese has traveled.
As with our first unit, we will ask you to share any student-led action that demonstrates the learning in this unit at home. If you have any questions or contributions you would like to make to the unit, please let us know.
Sincerely,
Amanda and Jessica
How is Cheese Made?
Check out our kickoff conversation for our next unit of inquiry.
https://docs.google.com/a/princetonjuniorschool.org/document/d/19eL14Mca2cDOIPeEp-MX2WpdBFVO4PJ1Qzzl9badM2k/edit
"Where We Live Influences How We Live"
Our First K/1 Unit of Inquiry
Dear Families,
We are excited to begin our first IB Unit of Inquiry with the K/1 Class. We would like to give you a brief overview of what will be covered within this unit as well as some topics we may discuss.
Our first unit falls under the theme: Where We Are in Place and Time. The central idea is: “Where we live influences how we live.” We will look at this central idea through the lens of food, learning about locally grown food as well as imported food.
During this unit we will explore the following lines of inquiry:
· Climates, season and plants vary across the world.
· Climates affect which plants grow in our local area.
· Developing mindfulness about eating local foods.
· We have access to foods that are not growing in our local environment.
An important piece of the International Baccalaureate program is student-led action. This demonstrates that the children’s learning is impacting their lives outside the classroom. For example, during a previous unit of study on composting and recycling, a child starting sorting his family’s trash and recyclables. Another child checked the packages for the recycling symbol. We hope your child will be inspired to share some of their discoveries with you at home during this unit.
If you notice any student-led action at home during this unit, please send us an email or place a note in your child’s folder to let us know. These will be great sources of discussion for our class and help us understand the most impactful parts of the unit.
Thank you for your partnership in your child's learning!
Sincerely,
Amanda and Jessica
We are excited to begin our first IB Unit of Inquiry with the K/1 Class. We would like to give you a brief overview of what will be covered within this unit as well as some topics we may discuss.
Our first unit falls under the theme: Where We Are in Place and Time. The central idea is: “Where we live influences how we live.” We will look at this central idea through the lens of food, learning about locally grown food as well as imported food.
During this unit we will explore the following lines of inquiry:
· Climates, season and plants vary across the world.
· Climates affect which plants grow in our local area.
· Developing mindfulness about eating local foods.
· We have access to foods that are not growing in our local environment.
An important piece of the International Baccalaureate program is student-led action. This demonstrates that the children’s learning is impacting their lives outside the classroom. For example, during a previous unit of study on composting and recycling, a child starting sorting his family’s trash and recyclables. Another child checked the packages for the recycling symbol. We hope your child will be inspired to share some of their discoveries with you at home during this unit.
If you notice any student-led action at home during this unit, please send us an email or place a note in your child’s folder to let us know. These will be great sources of discussion for our class and help us understand the most impactful parts of the unit.
Thank you for your partnership in your child's learning!
Sincerely,
Amanda and Jessica
On the Same Day in September: A Tour of the World’s Weather
In our IB unit, “Where we live, influences how we live,” we are learning which fruits and vegetables grow locally. We have now begun looking at the influence of climate on what grows beyond New Jersey in different parts of the world.
Last week we read the book, On the Same Day in March: A Tour of the World’s Weather by Marilyn Singer. This book takes the reader on a tour through many different countries on the same day. The reader can see that on the same day it may be snowing in one part of the world and sweltering hot in another!
We are going to conduct our own investigation into the world’s weather through a K/1 class photo challenge called On the Same Day in September.
For homework, your child should call or dictate/type an email to friends and family who live in places near and far around the world. He/she should ask them to take a picture that shows the weather where they live on Saturday, September 27th. **The date is important as we want all the pictures to represent the same day around the world.
On Monday, September 29th, please print your photograph(s) and send them to school with the following information:
We will use these photographs to create a collage representing weather from friends and family around the world. This will help us look for weather and growing patterns as we study the food that comes from places around the world. If you have any questions, please let us know. We look forward to seeing all your photographs!
Sincerely, Amanda and Jessica
Last week we read the book, On the Same Day in March: A Tour of the World’s Weather by Marilyn Singer. This book takes the reader on a tour through many different countries on the same day. The reader can see that on the same day it may be snowing in one part of the world and sweltering hot in another!
We are going to conduct our own investigation into the world’s weather through a K/1 class photo challenge called On the Same Day in September.
For homework, your child should call or dictate/type an email to friends and family who live in places near and far around the world. He/she should ask them to take a picture that shows the weather where they live on Saturday, September 27th. **The date is important as we want all the pictures to represent the same day around the world.
On Monday, September 29th, please print your photograph(s) and send them to school with the following information:
- City and country where the photograph was taken
- Temperature (degrees Fahrenheit) in that place on September 27th
- Any other weather-related information about what is happening
We will use these photographs to create a collage representing weather from friends and family around the world. This will help us look for weather and growing patterns as we study the food that comes from places around the world. If you have any questions, please let us know. We look forward to seeing all your photographs!
Sincerely, Amanda and Jessica