Sustainability Project

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1 Sustainability Project John Greenleaf Whittier Elementary School Initial Information First & Second Grade Unit Plan Exploring Culture through Literacy and the Arts Content Area Language Arts: Reading, Writing, Social Studies, Science, Fine Arts, Technology This culminating unit brings together previous units on plants, the importance of taking care of earth, and a third unit on legends and fables from diverse cultures. This unit focuses on matter, what the earth is made of, and then returns to study more indigenous legends and traditions in order to explore the roles the earth and matter play in indigenous cultures. Finally, the students make connections among their studies throughout the year and how what they have learned and experienced connects to their own lives. Throughout the unit we will maintain a large, on-going illustrated (or with photos) glossary (list of alphabetized vocabulary & key concepts with explanation/definition written in our own words). The words, photos and definitions will be pinned to bulletin board so that we can easily rearrange them in alphabetical order throughout our studies. The students will maintain their own personal glossaries, as well. Students will use ongoing and already established reading comprehension routines to explore information within this unit. The students will have already studied indigenous legends and fables. They already have a whole-class legend & fable matrix they use to organize their understanding of morals and explanations. We will continue to use the legend matrix when we study more indigenous legends in this unit. Big Ideas The earth is made of solids, liquids and gases. o Solids, liquids and gases are called matter. Everything in the world is made of matter, including living things. o Some matter is organic while other matter is inorganic. Matter has three states, liquids, solids and gases. All matter, everything in this world, is made of molecules. Solids, liquids and gases are different because of their molecules. Molecules behave differently depending on the state of matter. Whitter: 1 st 2 nd Grade 1

2 The water cycle explains how? The states of matter play important roles in indigenous legends. Indigenous cultures, such as the Maya, Aztec, Zapotec and Navajo used and often still use the earth to make tools, utensils, etc. Pots and cups for cooking, eating, drinking and storage were and often still are made from the earth. Clay is made from mixing earth, a solid, and water, a liquid. The clay becomes hard when it is heated. The molecules are compressed, making it hard and more solid. Review of and connection with previous big ideas: How we interact with the earth has important consequences. Indigenous cultures from Mexico can teach us about interacting with the earth. Objectives STU will use the four language domains to seek out, process and synthesize information. Students will be able to process information based on multiple informational texts and literature; ask and answer questions about states of matter, using multiple sources; develop and support an opinion in writing citing text and making connections/inferences that explain the text; sequence, explain and illustrate the steps of a process or cycle in writing and orally, interpret a legend creatively and artistically, create their own informational books using non-fiction text features (contents, glossary and subtitles). Materials Key Texts: Read-Aloud Stille, Darlene. (2007). La materia (in English: The Materia book, solids, liquids, gases ) Erdman, Roxanna. (2011). Mitos y leyendas indigenas Cohen, C. (2003) Poni de barro Murray, Guillermo (2005). Los Nahuas para niños. El agua: Arriba, abajo y en todos lados (2003) (Water: Up, Down, and All Around) (Ciencia Asombrosa) (Spanish Edition) [Paperback] Mezzanotte, Jim. (2007) Weekly Reader, Estados de la materia series Mora, Pat (2009). La noche que se cayó la luna Lowery, L. & Keep, R. (2009). The Chocolate Tree Independent, partner and small group (guided and shared) reading Stille, Darlene. (2007). La materia (in English: The Materia book, solids, liquids, gases ) Nelson, Robin El ciclo de agua El agua: Arriba, abajo y en todos lados (2003) (Water: Up, Down, and All Around) (Ciencia Asombrosa) (Spanish Edition) [Paperback] Dawson, S. (2003). from National Geographic: Animales del mar y tierra (Second grade) Murray, Guillermo (2005). Los Nahuas para niños. Mezzanotte, Jim. (2007) Weekly Reader, Estados de la materia series Mora, Pat (2009). La noche que se cayó la luna Whitter: 1 st 2 nd Grade 2

3 Lowery, L. & Keep, R. (2009). The Chocolate Tree Internet TOTONACA-SPANISH bilingual book of poems & traditional stories online Los 4 estados de la materia video focusing on matter in nature, oceans, lava, weather, the earth, space, etc. Video Como hacer composteria y abono organico Cortometraje con titeres (Short film with puppets) La leyenda de Quetzalcoatl y el conejo en la luna Aztec/Mexica 1-min. educational video from Mexico about how indigenous antepasados took care of the earth, why don t we? Gives tips on ways to take care of earth, including separating organic & inorganic matter, reduce, reuse, recycle. 1:44 min. video from Mexico about separating inorganic & organic matter, recycling Water cycle video with clear, simple text in Spanish for us to read together Water cycle with different forms of precipitation La gotita viajero 1:30 video Essential Questions What exactly is the earth made of? What is everything else in our world made of? What are states of matter and how do I know which is which? What is a molecule? Why are some things hard while other things are wet like water? Why can t I hold gas and liquids in my hands? What is the water cycle? Why should I care about clean water? What happens when different forms of matter mix or combine? What happens when we cook things with heat? When we mix foods while we re cooking? When we put things in the refrigerator? How did people use the earth to make things before there were modern stores and materials like plastic and metal? How do people use the earth today to make things? How does what we now know about the earth and matter? Why are some of the roles the three states of matter play in indigenous legends? Why has the Mother Earth always played a very important role in indigenous cultures? How do we use different states of matter in our lives? How are our ways different and similar to indigenous ways? (Are they different? Are they similar?) Whitter: 1 st 2 nd Grade 3

4 Week 1 Days 1 2 Anticipatory guide: (see below) Class Time: 10 minutes Pre-Bridge: Vocabulary Activity TPR with vocabulary words listed below. Class Time: 10 minutes Pre-Bridge: Video Describe states of matter orally and in writing. Answer essential questions orally and in writing: What exactly is the earth made of? What is everything else in our world made of? Vocabulary Materia solido Liquido Gaseoso Molécula Orgánico Inorgánico Lluvia Nube Vapor Lesson & Assessment TCH introduces words and movement using ppt photos; TCH models reading words and demonstrating movements & class repeats reading words and forming movements with teacher; TCH says word and class does movements; small groups do the activity with 1 student as the teacher who says the word and the rest doing the movements; Repeat in small groups throughout week during morning meeting or during transitions (at end of day, after reading block, before lunch, etc.) TCH models through fishbowl with a partner the following oral language vocabulary & concept development activity, using same vocabulary & photos from ppt., as well as additional photos. A) Que es esto? B) es un/el/la (solido, líquido, gaseoso, lluvia, nube, vapor, molecula). Followed by a different set of photos (from ppt.) A) Que es esto? B) es un/el/la A) Crees que es organico o inorganico? B) Creo que es porque Choose one or more to write & illustrate. Watch video with individual & whole class note catcher. Listen for the four states of matter. Pause, label & illustrate each state we hear. Model thinking of something else that behaves like each state. Add to note catcher. Whitter: 1 st 2 nd Grade 4

5 Assess Teacher uses checklist to record which concepts are the most difficult, who needs more support or clarification with vocabulary & concepts and/or with language, to use when planning and implementing the following lessons. Day 3 5 Title: Pre-Reading, Oral language jigsaw with photos of solids, and liquids and gases (Q- TEL) Class Time: 40 minutes Identify and describe properties of different states of matter; Analyze and compare properties of different states of matter; Use language to build understanding of and consensus around concepts; Answer essential question: What are states of matter and how do I know which is which? Formative Assessment TCH will take anecdotal notes and use checklist to determine which language frames will meet the needs of students during their discussions and partner work, to determine which properties need more explanation, etc. Lesson TCH reviews anticipation guide from yesterday with students. Teacher models through fishbowl with two other students the following oral language jigsaw activity. Each group receives six illustrations &/or corresponding object (a rock, a bottle of water, a piece of wood, a balloon, a fan to fan air from the read aloud text and six matching vocabulary words or phrases from the text. They take turns trying to match images and objects to text using the following frames: A: Creo que esta ilustracion/objeto va con esta frase porque. B: Estoy de acuerdo/no estoy de acuerdo porque y creo que va con esta frase porque. Read Aloud: Materia Enlarge table of contents & ask students to come to front, read the table and find the corresponding pages we read for each section. Focus question: Que son las propiedades de un solido? Pair share focus question response Share out Teacher records in whole class collaborative matter comparison matrix. (Later we will add inorganic/organic to the matrix) Whitter: 1 st 2 nd Grade 5

6 Estado de materia Sus propiedades Ejemplos Ilustraciones Repeat above comprehension routine with the following two questions that correspond with the read aloud for 1st graders 2 nd graders read the last section in partners and complete own matrix Que son las propiedades de un liquido? Que son las propiedades de un gas? Whole group: TCH models, with student input categorizing different photos and objects into corresponding categories of solid, liquid and gas using blank matrix. Use frames. Creo que esto es un (solido, liquido o gaseoso) porque. Students practice with partners & share out. Students work in partners to complete a blank matrix, using more objects and photos (liquid soap, juice, soil, air, foil, wood block, etc.) Students choose one or more from each category to write up, following whole-class example. 1st graders use frames & 2nd graders write independently. Each group meets with another group to compare categorizations. If there are any differences, they use language frames to try to come to consensus. Creemos que es un porque Any differences are brought to whole group at end of lesson. Teacher guides discussion to come to consensus. Each group takes turn presenting one of their photos, placing it on whole class matrix/organizer and explaining why they place it there using frames. Teacher models writing explanation using frames. Creo que el/la es un porque y. Ademas. En cambio creo que el/la es un porque y. Depending on student responses, other frames may be: Antes pensaba que el/la era un ; en cambio ahora creo que el/la es un porque. Week 2 Days 1 2 Exploring Molecules Class Time: minutes each day Students will be able to explain the answers to the following essential questions: What is a molecule? Why are some things hard while other things are wet like water? Why can t I hold gas and liquids in my hands? Students will use sentence frames to explain their thinking. Whitter: 1 st 2 nd Grade 6

7 Lesson & Assessment Key activities Whole Class: Show ppt images of molecules in solids, liquids and gases without labels as students explore different solids, liquids and gases (wooden blocks, paper clip, foil, nail; water, liquid soap, a fan for fanning air & a balloon for carbon dioxide. Partners discuss whether they think each image is of a solid, liquid or gas & why. Model moving, touching, exploring each object in order to make connections among objects and molecular images. Pair share Creo que es un porque. Share out & record on whole-class matrix. Guide students as necessary, depending on responses to develop concept that molecules close form solids, molecules dispersed but connected form liquids & molecules dispersed form liquids. Partners move into groups of six & huddle for solids, hold hands for liquids & disperse for gases. o Students illustrate & write in own words their explanations for various states of matter, using frame Creo que es un porque Ademas Rewatch video. In groups, students form molecules for the changing states. Video record student movement. Students will watch themselves later and write a narrative and make corresponding illustrations to accompany their movements. Days 3 5 The Water Cycle Class Time: minutes each day Answer essential questions: What is the water cycle? Why should I care about clean water? Vocabulary Evaporacion Condensacion Precipitacion Ciclo de agua Lluvia Nieve Vapor Granizo Niebla Materials See videos and books above Lesson & Assessment TCH uses ppt images to teach TPR and vocabulary. Add rain, clouds, snow, sleet, fog, vapor to class matter matrix. Key activities: Watch water cycle video with graphic organizer (circular cycle in which children label & illustrate the water cycle). Whitter: 1 st 2 nd Grade 7

8 1 st graders partner read Soy el agua & El ciclo de agua (depending on level) and 2nd grader read 2nd grader read El ciclo de agua o Agua, arriba, abajo depending on level in partners using comprehension routine & post-reading graphic organizer: o A: Puedo hacer un breve resumen de esta pagina asi o B: Estoy de acuerdo y quiero anadir o No lo entiendo bien, me lo puedes explicar? o Organizer: 2+ hechos nuevos o impresionantes, 2+ palabras nuevas o impresionantes, 2+ preguntas que todavia tengo sobre el agua o el ciclo de agua Watch La gotita viajera video Take a stand: Pose question, Does it matter whether we have clean water or not? Explain. Should we take care of the earth in order to help maintain clean water? Explain. o Pair share using language frames, share out, record responses in collaborative journal. Whole-group interactive writing. Write beginning of own class version of La gotita viajero. This will serve as the model for which students to use in writing their own interpretations. Students use their water cycle graphic organizer and notes from reading in order to write and illustrate with a partner or individually their own creative version of La gotita viajero. o Stories must include an illustrated glossary of 5+ words o Students will have photo and vocabulary bank and language frames from which to draw ideas. (rio, lago, charco, estanque, oceano, mar, richuela, arroyo, nube, nieve, granizo, niebla, rocio) o Stories must include why it matters to keep water clean, to take care of the earth. Week 3 Day 1 3 La noche que se cayo la luna Class Time: minutes each day Students will sequence and orally retell a Mayan legend. Students will use focus questions, key science vocabulary and a collaborative journal to help them remember key points in the legend. Materials Book: La noche que se cayo la luna, and a digital camera. Lesson & Assessment TCH will demonstrate and explain the key activities of these lessons (see Key Activities Below) Read in order to: Discover the Mayan explanation of an important part of our universe (the milky way/via lactea) Identify different states of matter/elements of the earth present in legend. Whitter: 1 st 2 nd Grade 8

9 Key activities Focus questions, pair share, share out, collaborative journal. 2 nd graders reread in partners, using comprehension routine o A: Puedo hacer un breve resumen B: Estoy de acuerdo y quiero anadir Oral retell and sequencing through tableaux with step-out narration and written explanations to accompany photos o Must include explanation & identification of states of matter/elements Days 4 5 Title: La leyenda de Quetzalcoatl y el conejo en la luna Aztec/Mexica Class Time: minutes over 2 days Students will identify the different states of matter in an Aztec origin legend. Students will write and revise summaries of an Aztec legend. Students will use focus questions, key science vocabulary and a collaborative journal to help them remember key points in the legend Materials La leyenda de Quetzalcoatl y el conejo en la luna Aztec/Mexica Lesson & Assessment Listen in order to: Discover the Aztec explanation of shadows on the moon. Identify different states of matter/elements of the earth present in legend (inorganic solid rock, the moon & gases, space, organic matter, grass). Key activities Show different images of moon in ppt. (images with shadows) and talk about what we see in the moon images. Focus questions, pair share, share out, collaborative journal. Oral language retell of legend in partners, watching video on mute, using language prompts o En el principio, Luego, Despues, Entonces, Por eso o Interactive written retell of first half of legend, watching video on mute, using same prompts. o Students work in partners to rewrite & illustrate legend in own words, using prompts and frames, according to levels. Teacher modeling of peer and self revision of stories using peer and self revision checklist. Exchange stories, read together and complete peer and self revision of stories using peer and self revision checklist. Revise stories according to revision suggestions. Publish in technology class. Whitter: 1 st 2 nd Grade 9

10 Week 4 Days 1 3 Title: The Chocolate Tree Class Time: minutes over 3 days Students will create a how-to book for making hot chocolate. Students will use sequential sentence frames to write step by step instructions Vocabulary Stir Mix Melt Pour Heat Temperature Materials The legend of the Chocolate Tree, translated by TCH. Lesson & Assessment Read in order to: Discover the Mayan explanation of one of our favorite foods (chocolate). Identify different states of matter/elements of the earth present in legend. Key activities Focus questions, pair share, share out, collaborative journal. 2nd graders reread in partners, using comprehension routine. o A: Puedo hacer un breve resumen B: Estoy de acuerdo y quiero anadir Make hot chocolate in the classroom. o Create short how-to book for making hot chocolate, based on experience. o Use flow-chart graphic organizer to explain steps. Identify the three states of matter and corresponding illustrations of their molecules Days 4 5 and Week 5, Days 1 3 Class Time: minutes over 5 days Students will make clay and create figures and pots based on indigenous art and patterns with the clay. Whitter: 1 st 2 nd Grade 10

11 Vocabulary Clay Temperature Bake Dry Wet Malleable Crack Arcilla Barro Temperatura Hornear Seco Mojado Maleable Greta Lesson & Assessment Read in order to: Discover the Navajo tradition of making clay Identify different states of matter/elements of the earth present in legend Key activities Focus questions, pair share, share out, collaborative journal. 2nd graders reread in partners, using comprehension routine. o A: Puedo hacer un breve resumen B: Estoy de acuerdo y quiero anadir Make clay in the classroom o Make and paint clay beads and tiny pots with our clay (dried outside in sun) & with store-bought quick-dry clay. o Create short how-to book for making clay, based on experience. o Use flow-chart graphic organizer to explain steps. Identify the three states of matter and corresponding illustrations of their molecules Final Reflection and Summative Assessments Common Core State Standards RL (por ejemplo, La leyenda del poni de barro, el hombre de maiz, la noche que se cayo la luna entre mas u otra leyenda) RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (Include glossary of the words the have had to clarify, etc. in final project glossary) RI1.5 (Include table of contents, photos/illustrations with captions, subtitles & glossary in final project) WI1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. WI.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. WI.1.7 Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). WI.1.2 (Opinion: Es importante cuidar las plantas? los arboles? etc. Por que? Explica.) (Opinion: Is gak a liquid or a solid? Explica.) Whitter: 1 st 2 nd Grade 11

12 SL1.1 (During process) Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL 1.4 (Oral presentation) Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL1.6 (Oral presentation) Produce complete sentences when appropriate to task and situation. Modifications Read book to child & child illustrates main idea/s & key details. (examples: draw liquids & solids s/he uses in everyday life, etc.), student dictates)/write parts in other language Description of task SWB asked to complete an explanatory book or an informational poster that also includes a written opinion piece related to the investigation/book topic. SWB asked to present their book/poster through an oral & dramatic presentation. Purpose of Assessment To assess students on how they process information based on multiple informational & at least one literature To assess how they develop and support an opinion in writing, citing text and making connections/inferences that explain text To assess how they sequence, explain and illustrate the steps of a process or cycle (water cycle, how to make hot chocolate, how to make a clay pot) in writing and orally To assess students creative & artistic interpretation of a legend To assess student s application of table of contents, glossary & subtitles in their own books Directions This assessment will be administered in May as a culmination/application of previously completed tasks, as well as new ones. Tasks to prepare for/build books Choose new vocabulary from class vocabulary chart to illustrate & explain in personal glossary Describe & sequence orally and in writing & illustrations the cycle of study, using topics & facts Write opinion piece and support it using texts read & prior & new experiences (Opinion: Is gak a liquid or a solid? Explain.) Use table of contents to find information (subtitles/headings/topics) and use photo/illustration captions in books at own level in order to develop strong understanding of NF text features Plan own book sequence using planner/checklist o Create table of contents based on cycle stages Whitter: 1 st 2 nd Grade 12

13 p. 1 Introduction p. 2 1 st cycle stage/topic (Liquids/Rain) p. 3 2 nd stage/topic (Vapor/Evaporation/Gas) Opinion piece at end (or at beginning) Tableau of legend with written explanation Original artistic interpretation of legend (watercolors, collage, drama, poem, ) Illustrated glossary (3+ words from class list) Plan brief presentation using checklist: (Title, 2 new facts learned, and opinion with 1 reason/support) STU will visit other classrooms and buddy read their books with a partner from those classrooms Bridge TPR Key vocabulary words Extension In English, STU will create how-to videos based on materials and information learned from the legends of indigenous cultures. (i.e. how to make clay, hot chocolate) Common Core Standards Need Writing, speaking and listening Anticipatory Guide for Matter (English translation) 1. Everything in the universe is made of invisible pieces? Yes No 2. I think an atom could be? 3. I think a molecule could be? 4. Solid things are hard or soft, and you can hold them in your hands? Yes No 5. I can hold water and liquids in my hands? Yes No 6. I can hold air, oxygen (y gas carbonico) in my hands? Yes No 7. Some solid things can transform into liquids? Yes No 8. Many solids melt when they are heated? Yes No 9. Hot water transforms to a gas called vapor? Yes No 10. I think matter is? Whitter: 1 st 2 nd Grade 13

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