STEM+Integration

Big Idea: Exploration How do we learn about our world? Why do we explore and learn about our world? How do we describe and explain what we find when we explore? How do we observe and describe objects? __STEM Lab Essential Questions (Ms.Marte)__ Why is it important to know which properties of buildings are key to their design? |||||| Enduring Understandings __​STEM Lab Enduring Understandings (Ms.Marte)__ - The proper manipulation of such properties as size, shape, texture, weight, proportion, and color all affect the architectural design of a building. -“Form follows function” is a design approach in which the form of a building is determined by the function of its space and parts || This unit covers the Science unit of EXPLORING PROPERTIES, and the Social Studies units of SCHOOL AND SCHOOL COMMUNITY and SELF AND OTHERS. //Kindergarten students will focus on the theme of **Exploration** as they explore their “new world” of school. They will focus on identifying the properties or characteristics of their school and school community as well as themselves and others in their lives. They will explore how objects have properties, such as color, shape, texture, etc. and then observe, record, and classify materials in their environment to understand the physical properties of objects. They will use their senses as well as the appropriate tools to measure and or sort/group objects according to their properties. They will explore letters and use this knowledge to make an alphabet book using a Power Point design that identifies objects from school and their own lives in order to define these objects by one or more of their properties. They will also apply their understanding of the properties of matter in order to design and build a house for the “Three Little Pigs” that will withstand the “huffing and puffing” of the “Big Bad Wolf.” In math students will examine the properties of shapes.// Kindergarten students will observe, record, and classify materials in their environment to understand the physical properties of objects. They will use their senses as well as the appropriate tools to measure and or sort/group objects according to their properties. Students will learn the alphabet and how to write each letter. They will also learn the parts of a book and the role of the author and illustrator. || ABC Properties Big Book Culminating Projects : Project: Visual Arts Goal: To create an ABC book that teaches young children about the properties of matter. Role: The students will play the role of author and explorer on a team working to create an ABC book that teaches students about the properties of objects. Audience: The class and their parents/guardians. Situation: The class is working to create an ABC book that will be shared with the audience in an author/explorer end of unit celebration. Purpose: The purpose of this project is to assess the students’ understanding of letters, the physical properties of objects, the properties of school and school community, and their ability to express themselves. Proberties Rubric.doc GRASP Culminating Properties Project.doc Ms.Marte's Engineering GRASPS || Physical properties of objects/matter -Size, shape, texture, weight, color, etc. Measurement and tools -temperature, weight, size, capacity The Alphabet Upper and Lowercase letters Parts of a book STEM Lab (Ms. Marte) Students will know… -Shapes form everything around us, including buildings -The name of basic shapes -The properties of buildings and their parts (roof, walls, doors, windows) Technology Lab (Ms. Lamonakis) Students will know… T1 PowerPoint T1a- new slide insertion T1b- picture addition to slides Social Studies Kindergarten UNIT 1.doc Science Kindergarten Unit 1 Exploring Properties.doc |||||| Skills ** Science ** // Students will be able to.... // **S2. Observe** and **describe** physical properties of objects using all of the appropriate senses **S3. Determine** whether objects are alike or different **S4. Observe** and **describe** physical properties of objects using appropriate measurement tools **S5. Determine** the temperature, weight, size, capacity of objects **S6.** Observe, describe, and identify **the properties of materials (e.g., wood,** plastic, metal). **S7. Sort** or group objects according to their properties: • Texture, color, shape, etc. • Sink and float SS3a. Explain how schools are special purpose buildings. SS3b. List the people who work in school including their jobs and responsibilities. SS3c. Explain how a school community helps themselves and others. SS3d. Understand that teachers are important to the class. SS3e. Understand that teachers help students learn. SS3f. Describe some national holidays that U.S. residents celebrate. __​STEM Lab (Ms.Marte)__ Students will be able to…. -Apply the Engineering Design Process (asking questions, brainstorming solutions, creating, evaluating, making improvements) -Identify basic shapes -Draw basic shapes __Technology Lab (Ms. Lamonakis) Sanjana Technology Integration Plan__ Students will be able to…. T1-Create a PowerPoint presentation T1a-Insert a new slide T1b-Add pictures to their slide T1c-Record narration for their slides || NYS: CCLS:ELA & Literacy in History/Social Studies, Science, & Technical Subjects PreK–5, NYS: Kindergarten , Reading: Foundational Skills Print Concepts 1. Demonstrate understanding of the organization and basic features of print. NYS: CCLS:ELA & Literacy in History/Social Studies, Science, & Technical Subjects PreK–5, NYS: Kindergarten , Writing 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NYS: CCLS:ELA & Literacy in History/Social Studies, Science, & Technical Subjects PreK–5, NYS: Kindergarten , Speaking and Listening Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. NYS: Math, Science and Technology, NYS: Elementary , Core Curr: Standard 1 Analysis, Inquiry & Design Key Idea 3: Critical thinking skills are used in the solution of mathematical problems. Scientific Inquiry Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. Technology Standards || The following documents are attached under Links: Aligning the Focus Questions to Properties Lessons.doc Weekly Lessons - Exploring Properties Aligning the EQ Properties Unit 8_5_11 aligning the focus question to properties lesson.doc Weekly_Lessons_Exploring_Properties_.doc Aligning_the_EQ_Properties_Unit_8_5_11.doc ||
 * **Unit:** **EXPLORATION** (Week 5, 12 Weeks) [[image:http://nyc-03m241.rubiconatlas.org/common_images/icon_cal.jpg?v=Atlas7.2.6.120 link="@http://nyc-03m241.rubiconatlas.org/Atlas/Browse/View/UnitCalendar?CurriculumMapID=153&view=browse&"]] [[image:http://nyc-03m241.rubiconatlas.org/common_images/note_red.png?v=Atlas7.2.6.120 link="javascript/;"]] ||
 * Essential Questions/Guiding Questions
 * Essential Questions/Guiding Questions
 * Matter can be explored, described, organized and classified for understanding.
 * Unit Rationale
 * Culminating Projects & Assessments
 * Knowledge
 * English
 * Science
 * S1. ** Define// what an animal is //
 * S8. Recognize** and name all upper and lowercase letters of the alphabet.
 * S9.** Use a combination of drawing, dictating, and writing to **compose** informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
 * S10. Describe** familiar people, places, things, and events and, with prompting and support, provide additional detail.
 * S.11.** Add drawings or other visual displays to descriptions as desired to provide additional detail.
 * Social Studies:**
 * Students will be able to.......**
 * SS1**. Explain that Classrooms are for learning. **SS1a**. School communities have missions, special songs, mottos
 * SS1b**. Classrooms are organized for student learning
 * SS1c**. A School community helps children learn.
 * SS1d**. Locate places in the classroom using directions.
 * SS2a**. Understand that rules are important.
 * SS2b**. Recite classroom rules.
 * SS2c**. Recite school rules.
 * SS2d**. Describe student classroom responsibilities.
 * ELA**
 * E.1 Speak** audibly and express thoughts, feelings, and ideas clearly.
 * Standards
 * b. Recognize that spoken words are represented in written language by specific sequences of letters.
 * d. Recognize and name all upper- and lowercase letters of the alphabet.
 * 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
 * 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
 * 5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
 * 6. Speak audibly and express thoughts, feelings, and ideas clearly.
 * Performance Indicator M3.1Explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible.
 * Major Understanding M3.1a Use appropriate scientific tools, such as metric rulers, spring scale, pan balance, graph paper, thermometers [Fahrenheit and Celsius], graduated cylinder to solve problems about the natural world.
 * Major Understanding S1.1a Observe and discuss objects and events and record observations
 * Major Understanding S1.1b Articulate appropriate questions based on observations
 * Performance Indicator S1.2 Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.
 * Major Understanding S1.2a Identify similarities and differences between explanations received from others or in print and personal observations or understandings
 * Performance Indicator S1.3 Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.
 * Performance Indicator S2.3 Carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurement of quantities, such as length, mass, volume, temperature, and time.
 * Major Understanding S2.3a Use appropriate "inquiry and process skills" to collect data
 * Magnet Standards ||
 * Resources |||||| Lesson Overview & Lesson Plans