central idea: Human conflict can result in change. 

·       Causation: Why is it like it is?  

·       Change: How is it changing?  

·       Perspective: What are the points of view? 

Related concepts:

·       Human Rights 

·       Social Justice 

·       Revolution 

·       Peace 

·       Mathematics: 

o   native land (then and now)

o   native population (then and now) 

o   number of tribes (then and now) 

·       Language: 

o   Vocabulary development in language of instruction. Defining related concepts and other pertinent vocabulary 

o   Learning language of local indigenous group(s) 

·       Concepts: 

·       Perspective 

·       Connection  

·       Responsibility  

Language : Communication- listening to others, presenting their ideas to a group, recording information (Skill: Writing, Viewing, Speaking) 
Sharing with the class who are members of a community? Sharing with a class who are members of YOUR community?
Drawing and labeling members of your community.
Developing a collaborative display of individual students and together as a class community - how we are connected.

 

Math: How many people are in your community? Live in your house?

 

Transdisciplinary Theme: Who We Are

Central Idea: Characteristics of matter interact and change the world

Key Concepts: Form, function, change

Lines of Inquiry:

-identifying properties of states of matter

-classifying states of matter based on their properties

-Analyzing and interpreting properties of matter and how it influences their use

-How humans interact with and can change matter

Language: 

Scaffolded Sentence Stems: (In English, Spanish, & all other represented languages in classroom) I see…., I think…., I wonder…, to be used as writing prompts and reflections in science journal and for class/small group discussion

Mathematics:

-Measurement: measure volume and mass of different solids and liquids; explore relationship between volume and mass as solids/liquids change states of matter

Potential Art Lens: Scientific labeled diagrams of the different states of matter

Communication:

-Use appropriate forms of writing for different purposes and audiences

Explicit Teaching Opportunities/Strategies:

·       Note taking

·       Informational writing

·       Narrative/journal writing 

·       Note-taking: across content areas (math during number corner, reading to identify main idea/supporting details or to find evidence when practicing a specific reading strategy, SEL when given a picture/photo of a situation, taking notes on what they see/notice in the picture)

·       Informational writing: expository writing about a researched topic of interest or writing about a topic they are knowledgeable about, organizing the writing with appropriate text features, etc

·       Narrative/journal writing: writing about true/real life experiences, including a beginning, middle and end, including many details about each part of the story, staying on topic to describe the *main* event

-Consider Content: What did I learn about today? What don’t I yet understand? What questions do I have now?

·       Morning Meetings

·       Modeling during whole class/small group instruction

·       Morning Meetings: sharing learning and/or activities/exit tickets from previous day and reviewing common themes (what students do not understand/need more opportunities to learn)

·       Creating a growing class list of questions/wonderings students can continually add to 

·       Exit tickets

Key concepts:​ Form, Function, Connection, Responsibility

Related concepts: Resources, geography, representation, interconnectedness 

Lines of inquiry:  Wants and needs, Goods and services (*And their locations), Geography, Transportation
Literacy Connections:   Map making with labeling, Sign-making, Using communication as a tool to meet needs & wants
Math connections: Money exchange in play-based learning (e.g. grocery store, restaurant, store), Quantities: counting within a community in relation to goods and services 

ATLs: 

·       Teaching: “Notice/Wonder/Learn” Charts for practicing making inferences, providing sentence/thinking stems

·       Practice: Scenario-based problems for interactive play where they get the opportunity to solve a problem within their created community, and opportunities to practice sentence frames 

·       Teaching: Conversation provocations (about asking for help), practice with listening and recording information by teaching students survey strategies and recording sheets

·       Practice: Creating community areas within the classroom based off of survey results

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principals; the impact of scientific and technological advances on society and on the environment. 

 

 

Central Idea: 

Different types of forces affect the motion and position of an object. 

 

 

Lines of Inquiry: 

Experiences: : Students are given "toy store" scenario: A new toy store is opening and needs your help! Design a fast or slow ramp using the materials provided. Write about why your ramp is fast/slow, Use keywords to sound like an expert! This assessment is heavily based on the completion of the Bridges Unit 8 math sessions. 

Evidence: We will look to see that students are able to explain their thinking using targeted vocabulary words (friction, gravity, push, pull, speed, mass) and a labeled diagram.

Guiding Teacher Questions: 

 

How does an object move? 

What makes an object stop? 

What affects an objects movement? 

What can you change to make an object go faster? 

 

Formative assessments 

 

The task will be for students to give feedback as the teacher creates an inquiry chart; What do I know?  What do I think I know?  The evidence will include student responses about balance and motion. The chart will capture the responses. We will look to see that students are able to describe balance and force using content vocabulary such as counterweight, balance point, push, pull, stable position, gravity, air resistance.  

 

 

Students will compare the different ways that tops, zoomers and twirlers move.   We will look to see that students are able to describe they all spin, need a force to start, the objects spin around an axis. The 3 Way Comparison sheet will be used to capture student responses.  

 
Math: Money, fractions, repeated addition, measurement

Approaches to Learning: We utilize asking questions and creating an artifact that kids can refer to later independently &/or with support.