This week in science students will continue talking about gravity and motion. For our IB unit summative, students will create a parachute. They will have a variety of materials to choose from to create their parachute and then test how well it works. If their parachute didn’t work, students will have the option to then re-test using different materials. Here are our standards for gravity:
SKP3. Students will observe and communicate effects of gravity on objects. a. Recognize that some things, such as airplanes and birds, are in the sky, but return to earth. b. Recognize that the sun, moon, and stars are in the sky, but don’t come down. c. Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped.
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This week in science students will finish up learning about rocks, talk about soil, and begin learning about gravity. We will be discussing how gravity works and that it is a force that pulls us towards the center of earth. Here are our standards for gravity:
SKP3. Students will observe and communicate effects of gravity on objects. a. Recognize that some things, such as airplanes and birds, are in the sky, but return to earth. b. Recognize that the sun, moon, and stars are in the sky, but don’t come down. c. Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped. SKE2. Students will describe the physical attributes of rocks and soils. a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc. b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size. c. Recognize earth materials— soil, rocks, water, air, etc. -This week in science students will continue learning about rocks. Students will make “pet rocks” and will give information about their rock.
SKE2. Students will describe the physical attributes of rocks and soils. a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc. b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size. c. Recognize earth materials— soil, rocks, water, air, etc. We will begin our new science unit on the 5 senses: hearing, touching, seeing, smelling, and tasting. We will later apply what we know about our senses by using certain senses to identify and describe rocks and soil. Here are our science standards:
SKE2. Students will describe the physical attributes of rocks and soils. a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc. b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size. c. Recognize earth materials— soil, rocks, water, air, etc. -We will begin our 4th IB unit. IB Unit 4:How the World Works Transdisciplinary theme: An interaction between the natural world (physical and biological) and human societies. Central Idea: Senses help us investigate our world. Lines of Inquiry: The way things move and the reasons why (form/reflection) The effects of gravity (reflection) Patterns and how they affect construction (causation) Using the senses to describe and group objects by observable properties (causation) Earth’s materials and natural resources (form) Key Concepts: Reflection, Form, Causation Related Concepts: Evidence, Reason, Operations, Impact Learner Profile: Risk Taker, Inquirers, Knowledgeable Attitudes: Curiosity, Cooperation Transdisciplinary Skills: Thinking: evaluation, application, analysis Social: cooperation, group decision making Communication: all Self-Management: fine motor skills, safety, gross motor 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. In social studies, we will wrap up our unit on maps and globes. We will review cardinal directions, map keys, and symbols on a map.
Students will continue drawing a map of our classroom this week and begin to work on a surprise for VIP’s. -We will finish up our 3rd IB unit. Transdisciplinary theme: Where we are in place and time Central Idea: Discoveries are made through exploration. Lines of Inquiry: * Patterns around the world (day/night chronological vocabulary ) (change) *Explorations of journeys and personal history. (perspective) * Tools we use to determine location and understanding our relation to it. (connection) * Traditions and holidays around the world (connection, perspective) Key Concepts: Perspective, Change, Connection Related Concepts: Cycles, Subjective, Relationships, Systems Transdisciplinary skills: * Thinking: analysis, dialectical thought, synthesis * Social: cooperation, adopting a variety of group roles * Communication: all * Self-Management: spatial awareness, organization, time management * Research: formulating questions, planning, recording data, presenting research data Attitudes: curiosity, commitment Learner Profile: Communicator, Open-minded, Inquirer 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. January Cookies for Character- I will be looking for students who demonstrate the learner profile of principled. The Learner Profile is: principled The Attitudes are: commitment and integrity In social studies, we will continue talking about maps and globes. We will be talking about cardinal directions, a map key, and symbols on a map.
We will focus on these standards: SSKG2 Explain that a map is a drawing of a place and a globe is a model of Earth. a. Differentiate land and water features on simple maps and globes. b. Explain that maps and globes show a view from above. c. Explain that maps and globes show features in a smaller size. We will delve into our study of maps. Students will be inquiring about maps and what we can find on them: titles, symbols, map key/legend, and compass rose. We will practice creating a map of our classroom together and inquire about maps from various places (camp ground, zoo, etc.) Students will practice drawing a map of our classroom this week. -In social studies, we will continue talking about maps and globes. We will be talking about cardinal directions, a map key, and symbols on a map.
We will focus on these standards: SSKG2 Explain that a map is a drawing of a place and a globe is a model of Earth. a. Differentiate land and water features on simple maps and globes. b. Explain that maps and globes show a view from above. c. Explain that maps and globes show features in a smaller size. We will delve into our study of maps. Students will be inquiring about maps and what we can find on them: titles, symbols, map key/legend, and compass rose. We will practice creating a map of our classroom together and inquire about maps from various places (camp ground, zoo, etc.) At home, students can practice creating a map of a place they know well such as their bedroom, kitchen, or a playground and practice drawing this as a view from above. They can include a title, a map key, and a compass rose. In science, we will continue our new unit on the day and night sky. We will talk about the objects in the day and night sky and learn about attributes of the sun and the moon. We will discuss how the sky changes- sunrise, day sky, sunset, night sky. We will also talk about how the sun can help us as well as hurt us.
In social studies, we will begin talking about maps and globes. We will focus on these standards: SSKG2 Explain that a map is a drawing of a place and a globe is a model of Earth. a. Differentiate land and water features on simple maps and globes. b. Explain that maps and globes show a view from above. c. Explain that maps and globes show features in a smaller size. This week we will review Kwanzaa traditions and learn about Hanukkah and Diwali traditions. Next week we will learn about Christmas traditions. -In science, we will continue our new unit on the day and night sky. We will talk about the objects in the day and night sky and learn about attributes of the sun and the moon. We will discuss how the sky changes- sunrise, day sky, sunset, night sky. We will also talk about how the sun can help us as well as hurt us.
In science, we will begin our new unit on the day and night sky. We will talk about the objects in the day and night sky and learn about attributes of the sun and the moon. We will discuss how the sky changes- sunrise, day sky, sunset, night sky. We will also talk about how the sun can help us as well as hurt us. Students will observe, think, and question day and night pictures as well as add their new “wonder” to the wonder wall. This IB unit also include studies of holiday traditions. In the coming weeks we will be talking about Kwanzaa, Diwali, Christmas, and Hanukkah traditions.
-We will begin our 3rd IB unit. Transdisciplinary theme: Where we are in place and time Central Idea: Discoveries are made through exploration. Lines of Inquiry: * Patterns around the world (day/night chronological vocabulary ) (change) *Explorations of journeys and personal history. (perspective) * Tools we use to determine location and understanding our relation to it. (connection) * Traditions and holidays around the world (connection, perspective) Key Concepts: Perspective, Change, Connection Related Concepts: Cycles, Subjective, Relationships, Systems Transdisciplinary skills: * Thinking: analysis, dialectical thought, synthesis * Social: cooperation, adopting a variety of group roles * Communication: all * Self-Management: spatial awareness, organization, time management * Research: formulating questions, planning, recording data, presenting research data Attitudes: curiosity, commitment Learner Profile: Communicator, Open-minded, Inquirer 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. 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. November Cookies for Character- I will be looking for students who demonstrate the learner profiles of inquirer and thinker The Learner Profile is: Reflective The Attitude is: Appreciation |
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