https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p 308 Immigration ITU concept Map Jessica Herrera Cuevas, Christina Xiong, Shelby Benevides, Jessica Nuñez, and Makenna Pugh en-us 2021-05-11 22:45:19 UTC 2021-05-20 02:34:29 UTC hello@padlet.com slbenevides https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1519961905 <sub>1. Students will observe the artwork in the text Dreamers and discuss the images and color choices in the artwork.
2. Students will draw a picture depicting a time they overcame a challenge.
3. Students will create a painting expressing a dream they have.
4. Students will create their own unique butterfly painting using colors that are significant to their lives.</sub>



]]> 2021-05-13 02:58:28 UTC https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1519961905 jherreracuevas https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1520359835 <sub>1. Students will estimate the distance of migration patterns of monarch butterflies.
2. Students will graph the decrease and or increase in monarch butterfly populations over the span of the last four years.
3. Students will take a close look into the patterns on the wings of monarch butterflies.
4. Students will measure the wingspan of a monarch butterfly using centimeters and inches.</sub> 



]]> 2021-05-13 07:19:17 UTC https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1520359835 mapugh https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1526732694 <sub>1. Students will take a Picture Walk before reading the book - Taking a look at the pictures in the book before reading to make a hypothesis/a prediction of what is going to happen.
2. Students will write a narrative/short story that incorporates the central theme of immigration/migration.
3. Students will write a narrative or short story about a time they overcame a tough situation.
4. Students will describe how the characters in the story respond to major events and challenges related to their immigration.</sub>]]> 2021-05-15 05:17:33 UTC https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1526732694 slbenevides https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1527128152 <sub>1. Using the text Dreamers by Yuyi Morales, students will observe the artwork throughout the story. After each page, the teacher will pause and ask students questions about the artwork on that page. Questions may include, “what do you notice in these pictures?” “Why do you think the artists used these colors?” Students will first get the opportunity to answer the question with their elbow partner, then discuss in a whole-class setting. This lesson could also be extended to a writing assignment, where students write about what they notice in the artwork, and how it connects to the story. (2.VA:Cr3)

2. Students will be given a blank piece of paper, pencils, and crayons. To begin, the teacher will discuss Dreamers and the challenges the main character overcame. Next, the teacher will ask students to share a time when they overcame a challenge. Once students share, the teacher would instruct students to draw a picture of them overcoming this challenge. After drawing and coloring their picture, students will share and describe their artwork to their elbow partner.
(2.VA:Cr1.2) (2.VA:Cr3)

3. Students will be given pencils, cardstock paper, paintbrushes, cups of water, watercolor paints, and paper towels. The teacher will explain that the main character in the story Dreamers had a dream of creating a better life for her and her family. Students will be instructed to create a painting that represents a dream that they have. The teacher will first provide an example of the teacher’s dream, and artwork that represents that. Students have creative freedom to paint in the way that best represents their personal dreams. (2.VA:Cr1.2)

4. A common symbol that occurs in Dreamers is the butterfly. Students will be given a piece of paper with a butterfly on it, crayons, paint, and scissors. Students will be instructed to color and paint their butterflies using colors that represent them. The teacher gives an example, saying, “I will choose blue as one of my colors because my favorite place is the beach.” Students will cut their butterflies out after coloring and painting. (2.VA:Cr1.2)</sub>

_{Standards Addressed:}

_{2.VA:Cr1.2
Make art or design various art materials and tools to explore personal interests, questions, and curiosity.} 

_{2.VA:Cr3:
Discuss and reflect with peers about choices made in creating artwork.}

]]> 2021-05-15 14:41:42 UTC https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1527128152 xcxiong https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1527602051 <sub>1. Students will determine what seeds need in order to grow.
2. Students will create a model that demonstrates the process of a butterfly pollinating plants.
3. Students will observe different habitats and analyze the diversity of animals.
4. Students will build a model to represent a landform and its bodies of water.</sub>




]]> 2021-05-15 23:28:31 UTC https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1527602051 xcxiong https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1527635372 <sub>1. Students receive materials such as cups, seeds, and paper towels. They will place the paper towel in the cup in a way that allows the seeds to "sit" against the paper towel and against the cup. They will experiment with different amounts of water, frequency, light, and darkness. Students will also maintain a science journal to answer discussion questions and record observation and thoughts.
(2-LS2-1)

2. Students explore a flower and identify its parts. They learn about pollination and the role that butterflies play. The class then builds a model of a flower and butterfly in order to explain the process of butterfly pollination. Students will demonstrate knowledge of the separate and reciprocating roles of the flower and butterfly.
(2-LS2-2)

3. Students will listen along to read aloud about two animals who live in different environments become friends and realize their needs of survival differ greatly. After a discussion about the differences and similarities in the animals' and their environments, they will study a variety of other animals. Students will be tasked to describe what they notice about each animal, note similarities and differences, and why an animals lives in their environment. Following, students will select two animals to compare and contrast on poster board to present.
(2-LS4-1)

4. After an introduction to landform, bodies of water, and basic mapping skills, students study an island's landform and its surrounding water; they will also explore a map of the island. Students will learn about the physical land and identify landmarks and any bodies of water on the island. After this exploration, students will create their own 3-D model of an island and include a map and description of the island's landmarks and bodies of water.
(2-ESS2-2)

Standards Addressed:
NGSS 2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
NGSS 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
NGSS 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
NGSS 2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.</sub> ]]> 2021-05-16 00:23:48 UTC https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1527635372 mapugh https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1530037651 _{1. Using the text Dreamers by Yuyi Morales, students will do a picture walk of the book where they will observe the illustrations throughout the text to help them predict what the story will be about. Teacher will ask students to make predictions about what they think will happen in the story, opening a class discussion to share ideas. 
(CCSS.ELA-LITERACY.RL.2.7)}

_{2. Based on the anchor text Dreamers by Yuyi Morales, students will center a writing piece around the topic of immigration. Students will interview someone in their life or research someone given they don’t have access to someone to interview. They will then write a short story that incorporates the central theme of immigration/migration to tell the story of the person they interviewed or researched. (CCSS.ELA-LITERACY.W.2.3)} 

_{3. Before the students write a narrative/short story about a time they have overcome a challenge, the class will have a group discussion about it. The conversation will start with the anchor text Dreamers by Yuyi Morales and they will discuss the challenges the main character overcame. Then they will begin brainstorming a time when they overcame a challenge that they will eventually write about.
(CCSS.ELA-LITERACY.W.2.3)} 

_{4. An important theme/concept in the story Dreamers by Yuyi Morales centers around the topic of immigration. A major event in the life of the main character in the text is the story of her immigration. Students will describe how the characters in the story respond to major events and challenges related to the character’s immigration. They will have a class discussion about what they each found to be important pieces, and practice retelling what information others found to be  important to demonstrate their participation and paying attention. (CCSS.ELA-LITERACY.RL.2.3)}

_{Standards Addressed :} 

_{CCSS.ELA-LITERACY.W.2.3}

_{Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.}

_{CCSS.ELA-LITERACY.RL.2.3}

_{Describe how characters in a story respond to major events and challenges.}

_{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.}

]]> 2021-05-17 06:00:26 UTC https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1530037651 jherreracuevas https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1531913673 _{1. Students will receive a map regarding the migration patterns of monarch butterflies between California and Mexico. Using the distances provided in the map in either inches, feet, centimeters, and or  meters the students will then trace the migration pattern on an empty map on an anchor chart with a pair and will represent the distances using the above measurements. They will then pair up another group and have a discussion about the distance, the teacher may have a whole class discussion follow this.
(CCSS.MATH.CONTENT.2.MD.A.3)}

<sub>2. Students will be grouped into pairs and will read a short article about the monarch population of the last couple years that migrates between California and Mexico. As a pair they will draw a bar graph to represent either the decrease or increase of the population of monarch butterflies on an anchor chart. They will then discuss any patterns that arose as a whole class discussion.
(CCSS.MATH.CONTENT.2.MD.D.10)

3. The teacher will present a slideshow of monarch butterflies while taking a close look into the patterns on their wings. Students will each be given a blank sheet of paper where they will draw shapes they see within the wings. Once they have finished looking at the shapes, the class will have a discussion on what shapes were seen in the butterfly wings. The teacher will then hand out black cardstock paper and orange and white construction paper. The students will then cut out shapes similar to the ones seen on the monarch butterfly and will construct their own monarch butterfly using the provided materials.
(CCSS.MATH.CONTENT.2.G.A.1)

4. Students will work as pairs. They will receive different sized fake butterflies and will be given rulers. Each pair will receive 6 different sized butterflies, each student within each pair will measure three butterflies at a time. They will have a chart where they will draw out the butterflies and will write in their wing span measurement below the drawing. The pairs will switch butterflies and will do the same for the remaining three.
(CCSS.MATH.CONTENT.2.MD.A.2)

Standards Addressed:
CCSS.MATH.CONTENT.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.
CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data
set with up to four categories. Solve simple put-together, take-apart, and
compare problems using information presented in a bar graph.
CCSS.MATH.CONTENT.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes.
CCSS.MATH.CONTENT.2.MD.A.2
Measure the length of an object twice, using length units of different lengths for
the two measurements; describe how the two measurements relate to the size of
the unit chosen.</sub>

]]> 2021-05-17 15:58:09 UTC https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1531913673 jknunez https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1533980648 _{1. Students will be creating a family tree using different artifacts.}

_{2. Students will create a map and locate where their ancestors lived.}

_{3. Students will look at pictures and comparing the differences between rural and urban environments.}

_{4. Students will make a model that compares and contrasts students life now vs their parents at the same age.}

]]> 2021-05-18 03:17:29 UTC https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1533980648 jknunez https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1533989387 <sup>1. After reading and discussing the text Dreamers,  students will be creating their own family tree. They can use different artifacts such as pictures/drawings, heirlooms if they have any and parents are okay with students bringing them to school. Students will also need names of family members and place of birth. (2.1.1)

2. After creating a family tree, students will be able to us that information to create a map to locate their ancestors.  Creating a map will help students locate their ancestors and see if their family migrated from one place to another. Even if the ancestors lived in a different state than California it is important to also let students know that that is also migration. Students will be able to search what was happening during the time of the year and predict why their ancestors migrated.
(2.2.3)

3. Students will explore rural and urban environments. After learning about the differences between both of these environments, students will be looking at different pictures and describing them. Students will be inputting the information into a venn diagram. Students then will refer back to the book, look at the illustrations, decide where the main characters are traveling from and compare it to he new city they arrived to. Then they will be able to sketch a drawings comparing and contrasting both. (2.2.4)

4. The teacher will present a powerpoint of their life around the age of 7/8. Students then will make a list of the things they have now and how they are able to get around. Students will go home and ask their parents, grandparents or guardian about their life around the same age.  The next day students will create a model that will allow students to compare and contrast their live now to the person they chose to compare it with.
(2.1.2)

Standards Addressed:
2.1.1
Trace the history of a family through the use of primary and secondary sources,
including artifacts, photographs, interviews, and documents.
2.1.2
. Compare and contrast their daily lives with those of their parents, grandparents,
and/or guardians.
2.2.3
Locate on a map where their ancestors live(d), telling when the family moved to the
local community and how and why they made the trip.
2.2.4
Compare and contrast basic land use in urban, suburban, and rural environments in
California</sup>]]> 2021-05-18 03:21:32 UTC https://padlet.com/jherreracuevas/3cafpe7a2hvgzl0p/wish/1533989387