EIC MODEL UNIT PLAN

EIC Model Unit Name: Living Things

School Name:Centennial Place Elementary School

Grade-level Focus: 5th Grade

Disciplines Represented on Team:

5th Grade (Blass), Gifted (Archibald), Media (Burke), Science Lab (Rafig), Administration (Preuss), Coach (Morris-Zarneke), Community Partner/Ga. Aquarium (Davis)

School and Community Map

Local Context

Natural system(s): trees, soil, plants, grass, water, air, birds, insects

Social system(s): faculty/staff, students, infrastructure, building, furniture, community, vehicles

Principal components and processes of selected systems:

Natural SystemSocial System

PhotosynthesisEducation/learning

ErosionGovernment

Life cyclesEconomics

EvaporationArchitecture

Water cycleSociology

Water shedInfrastructure

Significant natural and social learning interactions:

1.Drainage

Potential effects: safety, erosion

Possible causes: pavement, poor grading, infrastructure

Who or what seems to be affected: Total school community

2.Erosion

Potential effects: loss of soil

Possible causes: walk paths, poor grading, no erosion control measures (i.e. plants, trees)

Who or what seems to be affected: Total school and surrounding community

Standard-based Connections Set

English/Language Arts:

5.1 Adapts or changes oral language to fit the situation by following the rules of conversation with peers & adults

5.2 Listens and responds to a variety of literary forms including prose, poetry, and drama

5.3 Follows multiple oral directions

5.5 Recalls, interprets, and summarizes information presented orally

5.6 Delivers a planned oral presentation

5.8 Paraphrase and discuss information

5.9, 5.18, 5.21, 5.22, 5.23, 5.24, 5.25, 5.40, 5.41

5.42 Writes selections of three or more paragraphs about a topic

5.43 Writes about self-selected topics

Math:

5.1 Rounds decimals to the nearest whole number

5.3 Uses estimation strategies to predict computational results

5.5 Relates decimals to models using base 10 blocks and grid paper

5.7 Relates a fraction to a part of a whole, part of a set, & a point on a number line…

5.15, 5.17, 5.18, 5.34

5.22 Identifies needed information and selects steps necessary to solve multi-step word problems

5.25 Predicts measurement by using strategies such as walking off and rough comparison

Science:

5.17 Compares different living things and their protective adaptations

5.18 Compares similarities and differences of living things

5.19 Identify and describe the 5 major kingdoms. Name and describe basic characteristics

History/Social Studies:

5.7 Analyze the impact of the physical environment on the settlement patterns and movement of people after the Civil War

Technology:

5.1, 5.2 Performs basic hardware and software operating functions

5.3 Use navigational software to access information from telecommunications resources

Learning Objectives for Subject-specific Lessons

L.O. 1. S 5.19: Identify & describe the 5 major kingdoms

Instructional materials: Science Text, posters, internet website, media center

L.O. 2. MA 5.1: Round decimals to nearest whole number

Instructional materials: Math text, manipulatives, math software

L.O. 3 SS 5.7: Explain the impact of the physical environment on the settlement patterns and movements after the Civil War

Instructional materials: Media center, Social Studies text, Atlanta History Center resources

L.O. 4 SS 5.10 Analyze the physical and human characteristics of places and use this knowledge to define regions, interrelationships among regions and change

Instructional materials: Social Studies text, media center, maps, internet websites

Learning Objectives for Community-based Investigation

L.O. 1 S. 5.17: Student will collect wildlife from the outdoor classroom areas

Instructional materials: Science text, media center, posters, field guides, internet websites

L.O. 2 LA 5.6: Students will deliver a planned oral presentation

Instructional materials: Student created notes, internet websites

L.O. 3 LA 5.9: Students will utilize a process approach to plan and write coherent well developed text that reflects an awareness of audience and purpose

Instructional materials: Language Arts text, writing process

L.O. 4 S 5.19: Students will compare and contrast the 5 major kingdoms

Instructional materials: Science text, media center, posters, internet websites

L.O. 5 MA 5.18 Students will identify factors and multiples of a given number, including prime factorization

Instructional materials: Math text, measurement manipulatives

L.O. 6 MA 5.7 Students will relate a fraction as a part of a whole, a part of a set, and a point on a number line; uses models to determine equivalent fractions

Instructional materials: Science text, media center, internet websites, charts

Community-based Investigation

Focus of the investigation (statement of problem or issue):

The impact of pollution and the land use practices on the natural and social systems in the community.

What is the community need that the investigation addresses?

The investigation addresses the need for community awareness of how “its” actions impacts pollution and land use practices.

How does the investigation link to the problem or the issue?

  1. The investigation will help our students discover how they impact the environment and explore ways in which they can become conscientious protectors of the environment.
  2. The investigation will allow our students to examine and educate the community of methods for reducing pollution and better use of the land surrounding the school.

What are the goals and objectives of the investigation?

  1. Examine the historical evolution of the community
  2. Define and identify types of pollution and their sources
  3. Increase utilization of the schools “outdoor classrooms”
  4. Evaluate the impact of the “school” on systems
  5. Share ideas of investigation with community
  6. Develop personal habits in becoming protectors of the environment

What resources, such as technical experts, reference materials, and community organizations are available to support the investigation?

  • Georgia Aquarium
  • Environmental Protection Division-Adopt a Stream
  • History Museum
  • MLK Center
  • Georgia Tech – Urban Planning, Civil Engineering
  • Clean Air Campaign
  • Long term residents
  • Coca Cola

What constraints might limit the scope of the investigation?

Resources?

Organizing Question:

In what ways do pollution and the current land use practices affect the natural and social systems in our community?

Supporting Question 1:

How has the community changed over time?

Supporting Question 2:

What is pollution? How has pollution increased in the community over time? Why?

Supporting Question 3:

What do we need to do to better use the “outdoor classrooms.”

Supporting Question 4:

What effect does the school building have on the community and the environment?

Supporting Question 5:

What can you (students) do to improve the natural and social systems in the community?

Supporting Question 6:

How can you (student) make the community members aware of their impact on the environment?

Subject-specific Lesson Plan

Subject Area: Science/Mathematics/Social Studies

Standard being addressed:

Learning Objectives:

  1. The student will identify and describe the 5 major kingdoms
  2. The student will be able to round decimals to the nearest whole number
  3. The student will be able to explain the impact of the physical environment on the settlement patterns and movements after the Civil War
  4. The student will analyze the physical and human characteristics of places and use this knowledge to define regions, interrelationships among regions and change

Relevant adopted instructional materials: Science/Math/Social Studies texts, field guides, media center resources, internet websites, personnel from Wildlife Organizations

Pre-assessment strategy: pre-test

Remediation strategy for any prerequisite knowledge and skills: tutorial (peer, Hands on Atlanta…), small group instruction

Summary description of Lesson Plan 1 & 2:

  • Brainstorm animals/living things;
  • Classify/group findings;
  • Complete research process to group findings into identified kingdoms.

Summary description of Lesson Plan 3:

  • Intro math concept decimals using base 10 fraction squares

Summary description of Lesson Plan 4:

  • Brainstorm, research and read Social Studies text
  • Complete study guide research questions
  • Schedule media center (for further research resources) time if needed

Summative assessment strategy for standard:

Students will present graphic organizer of living things into specified kingdoms.

Lesson Planning for Community-based Investigation

Name of Community-based Investigation: Compare/Contrast the different types of living things

Standards Being Addressed:

English/Language Arts:

LA 5.6: Oral presentation

LA 5.9: Process approach to plan and write coherent well developed text

Math:

MA 5.18: Factors and multiples of a given number

MA 5.7: Fractions as a part of a whole

Science:

S 5.17: Different kinds of animals and their protective adaptations

S 5.18: Similarities and differences in animals.

S 5.19: 5 major kingdoms

Social Studies:

SS 5.7: Impact of the physical environment on the settlement patterns

Technology:

T 5.1, 5.2 Students will perform basic software and/or hardware operating functions

Standards-based and Context-based Learning Objectives:

  • Students will utilize a process approach to plan and write coherent well developed text that reflects an awareness of audience and purpose
  • Students will deliver a planned oral presentation
  • Students will identify factors and multiples of a given number, including prime factorization
  • Students will relate a fraction as a part of a whole, a part of a set, and a point on a number line; uses models to determine equivalent fractions
  • Students will compare different kinds of animals and their protective adaptations
  • Students will compare similarities and differences in animals. Group animals using pictures or actual specimens by observable characteristics
  • Students will compare and contrast the 5 major kingdoms
  • Students will analyze the impact of the physical environment on the settlement patterns and movement of people after the Civil War

Relevant Adopted Instructional Materials, and Other Resources and Materials:

Textbooks, field guides, media center resources, internet websites, magnifying glasses, insect collecting boxes

Remediation strategy for any prerequisite knowledge and skills: Tutorial, small group instruction

Summary Description of Lesson 1:

Engage: Discussion of physical features around school versus man-made structures

Explain: Introduction to natural and social systems

Explore: Students will map natural and social areas around school

Extend: Students will map natural and social systems around their own neighborhoods

Evaluation: Students will present their neighborhood maps

Responsible individual(s): 5th grade teachers

Timeline: Day 1, Week 1

Summary Description of Lesson 2:

Engage: Classify identified items into natural and social systems

Explain: Discussion of how natural and social systems interrelate

Explore: Students will identify and classify natural components found in outdoor classrooms

Extend: Students will compare/contrast school environment versus neighborhood

Evaluation: Students will identify natural/social systems on a map

Responsible individual(s): 5th grade teachers

Timeline: Day 2, Week 1

Summary Description of Service Activities:

(Pending student input) Rehabilitation of outdoor spaces (i.e. pond/butterfly garden)

Assessment Strategy(ies) for Community-based Investigation:

  • Student portfolios
  • Student portfolios
  • Activity/project rubrics
  • Journal reflections
  • Student/group presentations
  • Research papers
  • Debates

Collaborative Instructional Team:

Educators and school staff:

  • Principal (Dr. Kuhlman)
  • Instructional Specialist (Preuss)
  • 5th grade teachers (Hackler, Blass, Pierce, Allen, Martin)
  • Media Specialist (Burke)
  • Gifted teacher (Archibald)
  • Science Lab teacher (Rafig)

Coach: Kim Morris-Zarneke

Community partner(s): Georgia Aquarium (Brian Davis)

Additional support mechanisms: Georgia Institute of Technology-Urban Planning, Civil Engineering; Coca Cola

Teaming considerations:

Development Timeline for Community-based Investigation and Service Activities

Planning/Development: June-July

Implementation: Phase I-July-Sept; Phase II-Oct.-Dec.; Phase III-Jan.-Apr.

Evaluation: Phase I-Sept.; Phase II-Dec.; Phase III-Apr.

Implementation plan for your school’s EIC Model Program

Vision Statement:

Our vision is to enrich the academic environment for our students through the integration of interdisciplinary learning experiences that incorporate the resources of our community.

Team leader(s): B. Preuss

Leadership Team: Dr. Kuhlman, Principal, B. Preuss, ILS, 5th grade teachers, C. Archibald, Gifted, H. Rafig, Science lab, J. Burke, Media Specialist, K. Morris-Zarneke, Coach, B. Davis, Community

Advisory Committee:

Engage the district-level administration: Mrs.Gloria Patterson, Executive Director SRT-3

Identify members of the partnership network:

Georgia Aquarium

Environmental Protection Division-Adopt-A-Stream

Clean Air Campaign

Georgia Institute of Technology-Urban Planning, Civil Engineering

Potential stakeholders for leadership team and community partnership network: PTA

Basic “sales pitch” for garnering program support:

First steps for initiating the implementation Plan:

  1. Collaborative meeting with entire team (July)
  2. Brainstorm ideas for unit
  3. Develop outline for unit
  4. Create progressive teaching plans
  5. Create implementation timeline

Work to garner support and commitment from potential members of advisory committee, leadership team and partnership network:

Identify funding and resource support to ensure sustainability of the EIC Model Program:

  • Grant(s)
  • Community partners
  • PTA
  • Fundraiser ?

Collect baseline data including completion of Rubrics: Leadership Team, Community Support, and Program Evaluation: complete self evaluation

Develop a long range strategic plan for program implementation:

Phase I – Living Things

Phase II – Earth Science

Phase III – Physical Science

End of Year – EIC Celebration

Design program evaluation plans based on SEER’s Evaluation Framework, as part of the implementation plan: