In social studies, we will continue talking about symbols that represent Thanksgiving. We will also begin to discuss symbols and colors that represent ourselves in preparation for making our personal crest next week. For instance if a student loves playing football, family, and painting, they could use the symbols of a football for football, a heart for family, and a paintbrush for painting.
At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why? -We will continue our 2nd IB unit. Transdisciplinary theme: Who We Are Central Idea: Symbols show information. Lines of Inquiry: Symbols and people that represent our country (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual ( reflection/ responsibility) Key Concepts: Perspective, Reflection, Responsibility Related Concepts: Beliefs, Interpretation, Values Transdisciplinary skills: * Thinking Skills- Comprehension * Communication- Viewing. Students will have multiple opportunities to view symbols through different types of media and interpret the information they learned. * Social Skills- Cooperating. Students will have to work together to research one country and then to present together the information they learned to other kindergarten students. Attitudes: Creativity, Appreciation, respect Learner Profile: Thinker, open-minded, caring What you can do at home: Discuss the learner profile words of thinker, open-minded, and caring and the attitudes of creativity, appreciation, and respect and how students can display these in their community. November Cookies for Character- I will be looking for students who demonstrate the learner profile of reflective. The Learner Profile is: Reflective
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In social studies, we will begin our unit on identifying and explaining the meaning of American symbols (statue of liberty, American flag, liberty bell, etc.) We will begin this unit by having students draw any sign they know of and then we will go on a symbols scavenger hunt around school. At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why?
-We will begin our 2nd IB unit. Transdisciplinary theme: Who We Are Central Idea: Symbols show information. Lines of Inquiry: Symbols and people that represent our country (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual ( reflection/ responsibility) Key Concepts: Perspective, Reflection, Responsibility Related Concepts: Beliefs, Interpretation, Values Transdisciplinary skills: * Thinking Skills- Comprehension * Communication- Viewing. Students will have multiple opportunities to view symbols through different types of media and interpret the information they learned. * Social Skills- Cooperating. Students will have to work together to research one country and then to present together the information they learned to other kindergarten students. Attitudes: Creativity, Appreciation, respect Learner Profile: Thinker, open-minded, caring What you can do at home: Discuss the learner profile words of thinker, open-minded, and caring and the attitudes of creativity, appreciation, and respect and how students can display these in their community. October Cookies for Character- I will be looking for students who demonstrate the learner profile of thinker/inquirer. The Learner Profile is: Thinker/Inquirer -In social studies, we will continue talking about community helpers and how they are similar/different in other communities including other countries around the world. We will talk about how community helpers can work together, etc. We will continue to discuss students’ role as a citizen in their community and the different roles in a community. We will also continue to add the learner profile words (communicator, thinker, and principled) as well as key concepts (function, connection, and responsibility) to our daily vocabulary. What you can do at home: Discuss the following: Why is it important to be a good citizen? What is a community? What is a community helper? What role do I play in a community?
-We will continue our first IB Unit: Transdisciplinary theme: Who We Are Central Idea: Roles and responsibilities help us make connections. Lines of Inquiry: Different roles in the community (function) Similarities and differences between communities (connection) My role as a citizen in a community (responsibility) Related Concepts: roles, citizenship, relationships Transdisciplinary skills: communication, social, self-management, research Learner Profile: Communicator, thinker Key Concepts: Function, connection, responsibility Attitudes: appreciation, respect, tolerance What you can do at home: Discuss the learner profile words of communicator and thinker and the attitudes of appreciation, respect, and tolerance and how students can display these in their community. -In social studies, we will continue talking about community helpers and how they are similar/different in other communities including other countries around the world. Some of the topics we will discuss are schools around the world, police officers in England called “Bobbies,” how community helpers can work together, etc. We will continue to discuss students’ role as a citizen in their community and the different roles in a community. We will also continue to add the learner profile words (communicator, thinker, and principled) as well as key concepts (function, connection, and responsibility) to our daily vocabulary. What you can do at home: Discuss the following: Why is it important to be a good citizen? What is a community? What is a community helper? What role do I play in a community?
-We will continue our first IB Unit: Transdisciplinary theme: Who We Are Central Idea: Roles and responsibilities help us make connections. Lines of Inquiry: Different roles in the community (function) Similarities and differences between communities (connection) My role as a citizen in a community (responsibility) Related Concepts: roles, citizenship, relationships Transdisciplinary skills: communication, social, self-management, research Learner Profile: Communicator, thinker Key Concepts: Function, connection, responsibility Attitudes: appreciation, respect, tolerance What you can do at home: Discuss the learner profile words of communicator and thinker and the attitudes of appreciation, respect, and tolerance and how students can display these in their community. September Cookies for Character- I will be looking for students who demonstrate the learner profile of communicator. The Learner Profile is: COMMUNICATOR The Attitudes are: Respect, Cooperation, tolerance and empathy -In social studies, we will continue talking about community helpers and how they are similar/different in other communities including other countries around the world, students’ role as a citizen in their community, and the different roles in a community. We will also continue to add the learner profile words (communicator, thinker, and principled) as well as key concepts (function, connection, and responsibility) to our daily vocabulary. We will be looking at pictures of different communities and talking about what we notice and what we wonder. What you can do at home: Discuss the following: Why is it important to be a good citizen? What is a community? What is a community helper? What role do I play in a community?
-We will continue our first IB Unit: Transdisciplinary theme: Who We Are Central Idea: Roles and responsibilities help us make connections. Lines of Inquiry: Different roles in the community (function) Similarities and differences between communities (connection) My role as a citizen in a community (responsibility) Related Concepts: roles, citizenship, relationships Transdisciplinary skills: communication, social, self-management, research Learner Profile: Communicator, thinker Key Concepts: Function, connection, responsibility Attitudes: appreciation, respect, tolerance What you can do at home: Discuss the learner profile words of communicator and thinker and the attitudes of appreciation, respect, and tolerance and how students can display these in their community. September Cookies for Character- I will be looking for students who demonstrate the learner profile of communicator. The Learner Profile is: COMMUNICATOR The Attitudes are: Respect, Cooperation, tolerance and empathy This week in social studies we will talk about goods and services and that we can’t have everything we want and need to make choices. We will bring in wants and needs to this unit as well.
Here are the standards for this science unit: SSKE2 The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries. SSKE3 The student will explain how money is used to purchase goods and services. a. Distinguish goods from services. b. Identify various forms of U.S. money (coins, currency). SSKE4 The student will explain that people must make choices because they cannot have everything they want. -We will continue our 6th IB unit: IB Unit 6 Transdisciplinary theme: How We Organize Ourselves Central Idea: Mindful choices can lead to responsible citizens. Lines of Inquiry: *Choices impact others(causation) *Seeking and considering other's perspectives(perspective) *Identify and assuming responsibility and taking positive action(responsibility) Key Concepts: Causation, Perspective, Responsibility Related Concepts: Impact, Empathy, citizenship Learner Profile: Principled, Balanced Attitudes: Independence, Confidence Transdisciplinary Skills: * Thinking: acquisition of knowledge, analysis, dialectical thought * Social: accepting responsibility, respecting others, adopting a variety of group roles * Communication: all * Self-Management: healthy lifestyle, informed choices, organization * Research: formulating questions, planning, organizing data What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. -This week in science we will talk about Jane Goodall and how she is an advocate for animals and their habitats. We will discuss how we are similar and different to others.
Students will create their final project from their animal research project. What you can do at home: Have your child choose a topic that interests them and use kiddle to find new information: https://www.kiddle.co/ Here are the standards for this science unit: SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes. a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc. SKL2. Students will compare the similarities and differences in groups of organisms. a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance) -We will continue our 5th IB unit: IB Unit 5 Transdisciplinary theme: Sharing the Planet Central Idea: Actions affect our environment. Lines of Inquiry: *Recycling and replenishing (perspective) *Actions have consequences (causation) *All living things change and grow over time (Change) Key Concepts: Perspective, Causation, Change Related Concepts: opinion, impact, cycles/growth Learner Profile: Reflective, Thinker, Caring Attitudes: appreciation, respect, commitment Transdisciplinary Skills: Social- Students are given opportunities to talk about their social responsibility to the environment. Commitment - The students begin to have a commitment to taking care of the Earth. Self-Management – the students make informed choices Thinking – making judgments or decisions based on conditions Communication – students will communicate info and ideas through their summative assessment This week in science we will talk about how baby animals don’t always look like their parents when they are young. We will also discuss that animal parents protect their babies and feed their babies just like our parents do. Students will continue their animals research project using different sources of information and research it’s habitat, diet, appearance, and fun facts.
We will continue discussing the importance of keeping our environment healthy (recycling, picking up trash after ourselves, not cutting down trees, using only the paper what we need, etc.). What you can do at home: Have your child choose a topic that interests them and use kiddle to find new information: https://www.kiddle.co/ Here are the standards for this science unit: SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes. a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc. SKL2. Students will compare the similarities and differences in groups of organisms. a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance) This week in science we will continue discussing animals and their habitats. We will learn about the freshwater, arctic, and ocean habitats.
We will continue discussing the importance of keeping our environment healthy (recycling, picking up trash after ourselves, not cutting down trees, using only the paper what we need, etc.). Here are the standards for this science unit: SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes. a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc. SKL2. Students will compare the similarities and differences in groups of organisms. a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance) -We will continue our 5th IB unit: IB Unit 5 Transdisciplinary theme: Sharing the Planet Central Idea: Actions affect our environment. Lines of Inquiry: *Recycling and replenishing (perspective) *Actions have consequences (causation) *All living things change and grow over time (Change) Key Concepts: Perspective, Causation, Change Related Concepts: opinion, impact, cycles/growth Learner Profile: Reflective, Thinker, Caring Attitudes: appreciation, respect, commitment Transdisciplinary Skills: Social- Students are given opportunities to talk about their social responsibility to the environment. Commitment - The students begin to have a commitment to taking care of the Earth. Self-Management – the students make informed choices Thinking – making judgments or decisions based on conditions Communication – students will communicate info and ideas through their summative assessment What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. March Cookies for Character- I will be looking for students who demonstrate the learner profile of Risk-taker. The Learner Profile is: Risk-taker The Attitudes are: confidence and creativity This week in science we will begin discussing animals and their habitats. We will also begin discussing the importance of keeping our environment healthy (recycling, picking up trash after ourselves, not cutting down trees, using only the paper what we need, etc.) so that animals have a safe and clean habitat to live in.
Here are the standards for this science unit: SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes. a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc. SKL2. Students will compare the similarities and differences in groups of organisms. a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance) |
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