| Food Group Unit of Practice |
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My major project was to create or substantially modify my curriculum
incorporating technology and educational reform. In correlation with
Springfield School Dist. 186’s Project Lincol’n, I modified the Language
Arts for the third grade level. I have created an overview of the
six Language Arts themes, and made curriculum grids for each. Each
of these themes has a Unit of Practice that incorporates technology and
embraces several educational reforms that we have learned about this summer.
All Units of Practice and the Curriculum Grids are based on Springfield
School District 186 Standards.
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Unit of Practice- The Food Groups
Abstract
Almost everyday someone on TV, the radio, or in print condemns
eating at Fast Food Restaurants. None-the-less, Americans visit them
three to five times a week. It is time to go armed with the knowledge
of the six food groups and recognize through the sixth one where all of
the fats, oils, and sweets are. Not only will you eat better, but
also you will feel better. Students will learn about the food groups
and junk food. Using our math skills and some easy graphing, let
us find out about our favorite foods.
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Invitation
Is your favorite fast food dripping with fat or oil? Find out
about all of the food groups and pick your favorite foods.
Unit Details
Health/Math/Language Arts
Learning Level: Intermediate
Standards
Math-Goal10-A- Organize, describe and analyze existing data and data
collected via formulated questions.
Health-Goal22A- Explain the basic principles of healthy promotion,
illness prevention and safety.
Language Arts- 2A- Understand how literary elements and techniques
are used to convey meaning.
Language Arts- 4A/B-Listen effectively in formal and informal situations.
Speak effectively using language appropriate to the situation and audience.
Technology (proposed) (1) Basic operation and concept.
(3) Technology productivity tools.
Benchmarks
Math-10A- Collect; sort; classify; organize data using a variety of
scales, graphs; and analyze data using the mode, maximum, and minimum of
data’ and make predictions and decisions based on data.
Health 22 A- Recognize basic symptoms of and prevention strategies
for common illnesses and disease.
Language Arts 2A- Understand how authors use elements and techniques
in literature.
Read and identify a variety of literary genres.
Language Arts. 4 A/B - Listen for a variety of purposes; speak for
a variety of purposes.
Speak for a variety of purposes.
Technology (proposed) –(1) Students demonstrate a sound understanding
of the nature and operation of technology
systems. (2) Students use technology tools to enhance learning, increase
productivity, and promote creativity. Students use productivity tools
to collaborate in construction technology-enhanced models, preparing publications,
and producing other creative works.
Situations
This unit would take approximately two weeks to complete. The
time allowed would be 1 hour a day. This project will take place
in the classroom, and students will take home a survey, and survey other
classrooms in the building.
Tasks:
Part I-Health, Language Arts, and Technology
Day 1- Class discussion about the six main food groups including: Dairy Group, Meat Group, Fruit and Vegetable Group, Grain Group, and the “Junk Food Group,” which includes fats, oils, and sweets. (These foods are high in calories, fat, and low in other nutritional values).
Day 2- Students (either in groups or individually) will find pictures of food through computer graphics to classify these in the six different food groups. Students will use either the Kid Pix stamps or Clip Art to find food examples. A template available on Kid Pix will allow each group of students to classify their food choices. (See assessment rubric)
Day 3-4 – Students will use the prescribed Internet sites to increase their knowledge of classifying foods into groups and learn to make healthy food choices.
Day 5- The school nutritionist would explain how school menus are selected.
Part II- Math Integration and Technology
Day 6-Using the math skills of collecting data and tallying, the teacher will survey the class to determine individual favorite foods. The teacher will model graphical construction through Claris Works or “Graph Club” software (CD-ROM). Assign students a “take home” survey to tally their family’s favorite food choices.
Day 7- Individually, students will apply their survey information to a Favorite Food Graph for their family employing a computer and the graphing software.
Day 8-9-In groups, students will survey another classroom determining the collective favorite foods. Student groups will graph the results employing prescribed computer software. (see assessment rubric)
Day 10-Students will present their data in a classroom forum. (see
assessment rubric)
Interactions
Students will work individually or in groups to compose their food
group charts.
Teacher will model how to make a graph using Appleworks or Claris Works
spreadsheet. (if students are not familiar with this). The graphing
can be done using “Graph Club,” a CD-ROM by Tom Snyder Productions.
Families will be surveyed on their favorite food choices.
To discuss making healthy food choices, the school nutritionist would
speak how the school lunch menus are planned.
Groups will plan and implement surveys.
An aide or parent helper might be used at the computer station.
Extensions
Students may expand on their favorite food surveys and obtain information
from one or more other classrooms. Then they can graph this in different
graph formats. A comparison may be made from the different graphs.
Students may find out favorite foods from another country using an
email survey form. They can then graph and post their finding.
Assessment
Student learning will be evaluated from the following:
Successful completion of a poster. (rubric)
Level of participation in group (teacher observation/rubric)
Successful completion of an individual and group graph. (Graph
and Presentation rubric)
Sucessful class presentation of information. (Graph
and Presentation rubric)
Tools
Computer (at least one, or two would be better)
Claris Works/Appleworks (to get to spreadsheet)
Kid Pix Deluxe
Internet- see selected sites
Health texts, books, or information on the food groups as Houghton
Mifflin, Invitations to Literacy 3.2, 1996. What’s Cooking? “Get
the Facts on Fast Foods.” pages 85-89.
CD Rom - The Graph Club-Bilingual, Apple Education Series.
Internet Sites
http://www.nppc.org/forkids/foodguideintro.html
This site includes a quiz game about food groups including fats, oils,
and sweets.
http://www.kidsfood.org/kf_cyber.html
This has information for teachers, parents and kids.
http://exhibits.pacsci.org/nutrition/
The Nutrition Cafe has clever kid appropriate games and quizzes to
reinforce skills. I like the Have-A-Bite Cafe.
http://www.dole5aday.com A kid friendly site with information on food groups
http://www.iit.edu/~smile/ma9014.html Junk Food Math- This is a teacher lesson on using junk food to estimate, sort, and graph.
http://www.reseau-medias.ca/eng/med/class/teamedia/food5.htm A teacher lesson on identifying junk foods.
http://www.media-awareness.ca/eng/med/class/teamedia/10best2.htm Students sort the 10 healthy foods and 10 not so healthy foods.
http://www.funschool.com/cgi-bin/ga?fgk_1bgd,ll A java applet game to help sort the foods into the correct group.
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Here are the assessment rubrics.
TEAMWORK RUBRIC
This rubric is to be filled out by each team member.
Name ________________
Date _________________
The scores below are for your teamwork or participation in the group.
0=No participation.
1=I kind of worked with my group.
2=Yes, I worked together with my group.
3=Yes, I worked a lot with my group.
4=Yes, I worked with my group all of the time.
Circle your score.
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Please score your group’s teamwork. How well did your group work
together?
0=Most people did not participate.
1=Only a few people worked on the poster and graph.
2=Some people created the poster and graph.
3=Most of my group worked on the poster and graph together.
4=My group worked well together all of the time.
Circle your score.
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RUBRIC FOR FOOD GROUP POSTER - KID PIX TEMPLATE
| 4- Advanced | 3 - Proficient | 2 - Basic | 1 - Novice | |
| Poster has food groups labeled. | Well-developed poster with six food group divisions. | Most food groups are evident. | Fairly well-developed post of most food groups. | Limited Understanding of the food groups. |
| Examples of each food group are visible. | Well-developed poster with all examples of food groups correctly categorized.(6 examples) | Developed poster with most food groups correctly categorized. (3-5 examples) | Fairly well developed poster with some food groups correctly categorized. (1-2 examples) | Limited attempt of categorizing food groups. (Categories with no examples, or incorrectly identified) |
| Poster is neat and has no spelling errors. | Well-developed poster with categories clearly marked and no errors. | Understands concept of poster. No errors in labeling. | Partially understands concept. May have an error in labeling. | Limited development. Cannot understand poster. Some spelling errors. |
By Dianne Fulton
| 4 - Advanced | 3 - Proficient | 2- Basic | 1 - Novice | |
| Graph has title, food, and numbers labeled. | More than one kind of graph was properly completed. | One graph was properly completed. | Some of the graph was incomplete. | No noticeable product. |
| Group participation in final product. | Outstanding report was done by all members cooperating. | Most individuals helped in group product. | Some used cooperative efforts to work on product. | No cooperation among group, with no product produced. |
| Delivery of final product. | Well-developed product delivered by all group members. | Developed product delivered by some group members. | Partially developed product delivered by some group members. | No product development apparent. |
Dianne Fulton
Abstract-Some children in the world find that their own home moves two
and one-half feet every year. The shifting of the earth’s crust builds
up such tremendous pressure that something has to give. This may
occur through earthquakes, mudslides, or avalanches and is demonstrated
most radically by volcanoes. This Unit of Practice is designed to
allow students and educators the latest information available on volcanoes.
Students will learn location, causes, dangers, types, effects, and the
consequences of volcanoes. Mount St. Helen’s, Krakatau, Montserrat,
and Mauna Loa will be researched through the Internet, books, and multimedia
resources.
Invitation-
The powerful forces of nature exceed the potential for devastation
far in excess of all the nuclear weapons on earth. How powerful was
the explosion of Mt. St. Helen’s, Krakatau, Montserrat, or Mauna Loa?
We will find out all about volcanoes!
Unit Details-
Science/ Language Arts/Technology
Learning Level- Intermediate
Standards-
Science/12A Know and apply the concepts, principals, and process of
scientific inquiry
Language Arts/1A Apply word analysis and vocabulary skills to comprehend
selections.
Language Arts/1C Comprehend a broad range of reading materials.
Language Arts 2/A Understand how literary elements and techniques are
used to convey meaning.
Language Arts B Compose well organized and coherent writing for specific
purposes and audiences.
Language Arts 5B Locate, organize and use information from various
sources to answer questions, solve problems and communicate ideas.
Language Arts 5B Apply acquired information, concepts and ideas to
communicate in a variety of formats.
Geography 17 Understand world geography and the effects of geography
on
society, with an emphasis on the United States.
Technology (proposed) (1) Basic operation and concept.
(3) Technology productivity tools
Benchmarks-
Lang. Arts/1A Use word analysis skills, use vocabulary skills.
Lang. Arts/1C Use reading strategies before, during and after reading.
Lang. Arts/2A Read and identify a variety of literary genres.
Lang. Arts B write to maintain focus, organization, using support/elaboration.
Write for a variety of purposes and audience. Read own writing to
others.
Lang. Arts 5A Locate gather, and use information to answer questions
and solve problems in order to communicate ideas.
Lang. Arts 5B Communicate acquired information concepts, and ideas.
Geography Describe how natural events in the physical environment affect
human activities.
Technology (proposed) (1) Students demonstrate a sound understanding
of the nature and operation of technology systems.
(2) Students use technology tools to enhance learning, increase productivity,
and promote creativity. Students use productivity tools to collaborate
in construction technology-enhanced models, preparing publications, and
producing other creative works.
Situations
This unit would take approximately two weeks to complete. The
time allowed would vary, depending on how many computers were available.
In a one-computer classroom, groups could work on their volcano research
project at different times during the day. This project would take
place in the classroom.
Tasks
Day 1. Students would be introduced to volcanoes and vocabulary in
their reading text (Houghton Mifflin Invitations to Literacy 3.1, Disasters,
“Pompeii…Buried Alive).” Teacher could also introduce this topic
with a book or classroom discussion.
Day 2. Video of volcanoes would be shown to increase knowledge
and discussions about volcanoes.
Day 3. Students will produce a written report (expository) and
make a Kid Pix slide show. Group project explained. Get
assignment here
Days 4-7. Groups work on research component. (Other
groups would make the plaster of Paris mini-volcanoes to erupt)
Days 8-10. Groups work on Kid Pix Slide Show presentations. (Other
groups would be decorating their mini-volcanoes for the eruption day.)
Presentation Day- (see directions)
Each group would present their slide show. After the slide show,
We would use the baking soda and vinegar to erupt our mini-volcanoes.
Students would reflect and write about the volcano project and making volcanoes.
Interactions-Students would work in groups of 4-5 to research volcanoes. Each would be assigned a task for the teamwork. Teacher would model how to conduct the research using the computer and an LTV connection. Students would be already familiar with the Kid Pix Slide Show but might need some help with this. Parents, aides, or community members would be welcome to work with the computer groups. Any community member with experiences or special knowledge about volcanoes could be invited to speak to the class. Parents and other classes would be invited for the Presentations. A digital camera could be used to take pictures of the presentations and volcanoes for our newsletters, and school web page.
Extensions
Students could individually or as a group make a diorama of the volcano
they research to show the environment. A before and after effect
of the volcano’s devastation good be shown in a visual form.
Students could email persons who live in an area that has a volcano.
Following this same format, other disasters could be researched.
Assessment
Student learning would be evaluated from the following.
Successful completion of Kid Pix Slide Show. (rubric)
Successful completion of written report (rubric)
Level of participation in group. (teacher observation/self-evaluation
group rubric)
Tools
Computer (at least one, a computer lab would be ideal)
Internet
Kid Pix Deluxe
Houghton Mifflin Invitations to Literacy 3.1,Disasters, 1996.
Books on volcanoes
Video about volcanoes.
Digital camera
Supplies for mini-volcanoes (plastic cups, film cannisters, plaster
of Paris, baking soda, vinegar, food coloring, dishwashing soap, paper
plate) paint or markers
Internet Sites
Sites to use for Mauna Loa:
http://volcano.und.edu/vwdocs/volc_images/north_america/hawaii/mauna_loa.html
The site from volcano world on Mauna Loa has very concise information.
http://hvo.wr.usgs.gov/maunaloa/ Perfect for the study and information on Mauna Loa.
Sites for Krakatoa:
http://volcano.und.nodak.edu/vwdocs/volc_images/southeast_asia/indonesia/krakatau.html
Very good site for information on Krakatua.
http://www.irfamedia.com/lampung/krakatau.htm
Another informational site of Krakatua.
Sites for Mt. St. Helen’s:
http://pubs.usgs.gov/publications/msh/title.html
A title page for Mt. St. Helen’s with links to great pictures and information.
http://volcano.und.nodak.edu/vwdocs/msh/msh.html
Picture site of Mt. St. Helen’s.
http://volcano.und.edu/vwdocs/volc_images/img_st_helens.html
Site from Volcano World.
Sites for Montserrat:
http://www.nationalgeographic.com/features/98/volcanoes/
National Geographic site on Monserrat with good pictures and text.
http://www.geo.mtu.edu/volcanoes/west.indies/soufriere/govt/
West Indies site that documents activity of Montserrat.
http://volcano.und.edu/vwdocs/current_volcs/montserrat/montserrat.html
Site from Volcano World on Montserrat.
Other:
http://www.discovery.com/exp/montserrat/videoarchive.html
If you have real video, this is a good site to show the effects of a volcano.
Group Project- Written Report Requirements
1. Divide the class into groups of 4 or 5. Each group member
would be assigned a certain job.
a. Explorer- find information on Internet sites.
b. Photographer- get pictures off Internet, or makes
Kid Pix pictures for report and Slide
Show
c. Journalist- write answers for questions
d. Designer- decides how to make slides for Kid
Pix presentation. He can also help word process the report.
e. Scribe- Word process the written report.
2. Groups will have preselected Internet sites bookmarked for their use.
3. Features of the written expository report. (see
assessment rubric)
a. The written report will answer all six questions
of the assignment. Each question will be answered in a paragraph.
b. Report must contain a main idea paragraph and
a closing paragraph.
c. There must be at least one picture on the report.
This picture may be copied from an Internet site, clip art, or made from
Kid Pix.
d. All members of the group should contribute.
e. All members’ names should be on the report.
4. Features of Kid Pix Slide Show (see
assessment rubric)
a. Students should have a title slide with the name
of the volcano and group member’s names.
b. Students may have between 3-6 slides.
c. Students will have a picture of their volcano.
d. Students will have information about their volcano.
e. Students will record their voice for the slide
show.
VOLCANO QUESTIONS TO BE ANSWERED
1. Why do volcanoes occur?
2. Where is your volcano located? (Be specific) How was
your volcano formed?
3. When and how many times has your volcano erupted?
4. Tell three effects that were a result of your volcano?
5. How do scientists use technology to predict volcanoes?
Materials needed for eruption:
Red food coloring liquid dishwashing detergent
Baking soda white vinegar
Directions Day One
1. Teacher mixes Plaster of Paris and water according to directions.
2. Students will come to the table in a group of 4-5.
3. Students will hold the film canister in the cup while teacher pours
in Plaster of Paris so that it covers the film canister. The film canister
opening MUST be at the bottom of the cup. (This is where you will put in
the baking soda and vinegar.
4. Students need to firmly hold the film container to the bottom of
the cup. (If it pops up, it will fill with plaster) This might take 1-5
minutes to harden. (Be patient, sing a song, watch the timer)
5. Carefully check to see if film container is firmly implanted in
the Plaster of Paris. If not, student will continue to hold.
6. When film container does not move, students may go wash hands.
7. Teacher can put mini-volcanoes in a safe place to dry overnight.
Don’t forget to put names on the cups.]
8. Continue until all groups have made mini-volcanoes. Make a
few extra – just in case!
Directions Day Two
1. Put mini-volcanoes onto a large Styrofoam paper plate or pie tin.
Be sure to put names on these.
2. You may have to take scissors and cut plastic cup away from plaster.
(Teacher might be needed to assist)
3. Students may use paint or markers to decorate volcanoes.
4. Set aside to dry (overnight)
ERUPTION DAY
1. Each group will bring their volcano to the center table. (Put newspapers
down first!)
2. Students measure 1 Tablespoon baking soda and put it in film canister.
3. Each student will put in one or two drops of red food coloring and
one or two drops of liquid dishwashing detergent.
4. Teacher can pour about ¼ cup vinegar into a container for
each student.
5. Students individually “erupt” their volcano.
Extra Notes
Be sure to videotape or use the digital camera to take pictures for
your school website or newsletters! The class may make a large volcano
using modeling clay and a container for the center.
Students may take home their mini-volcanoes with directions to show
their families.
| I worked well with my group. |
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| I shared my ideas with my group. |
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| I listened to 4my partners in the group. |
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Please score your group’s teamwork. How well did your group work
together?
0=Most people did not participate.
1=Only a few people worked on the report and slide show.
2=Some people researched the report and slide show.
3=Most of my group worked on the report and slide show together.
4=My group worked well together all of the time.
Circle your score.
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| Advanced 4 | Proficient 3 | Basic 2 | Novice 1 | |
| Focus- Topic is clear and maintained | All five questions answered in paragraph form. (At least 4-5 sentences per paragraph) | All five questions answered, may be prompt dependent. | Subject is clear but paragraphs do not answer questions directly | Topic is confusing or unclear. Questions are not answered. |
| Support/Elaboration Explanation of evidence and details | All major points elaborated with specific support. Paragraphs are balanced and even. | Some elaboration, (even general) sufficiency OK, not much depth. | Some points elaborated, most general. May be a list. | Support is attempted, confusing, insufficient writing. |
| Organization Logical flow is clear and connected. | All questions logically connected and signaled with transitions or other cohesive devises. All paragraphs evident. | Plan is evident. Five paragraphs are apparent. | Plan is noticeable. Minor digressions in paragraphing. | Attempted; plan can be inferred; no evidence of paragraphing; insufficient writing. |
| Conventions (Standard English) | No major errors. Few or no minor errors. | Few major errors, some minor not impairing meaning. Mastery of sentence structure. | Some major errors. Many minor. Below mastery sentence structure. | Many major errors. Confusion, insufficient writing. |
| Integration How effectively paper as a whole addresses assignment. | Fully developed paper. All features evident and equally well developed. | Essentials present. Paper is simple, informative and clear. | Partially developed. Some or one feature not developed, but all present. Reader inference required. | Does not present most or all features, insufficient writing. |
| Proficient 4 | Advanced 3 | Basic 2 | Novice 1 | |
| Title Page | Evident and contains all necessary information. | Information is generally clear and accurate. | Some information may be confusing and incorrect. | Information is confusing, incorrect or flawed. |
| Graphics | Graphic enhances text. Placement and color is pleasing to eye. (More than one graphic). | Graphic enhances text. Appropriate placement, color. (One graphic) | Graphic enhances text. | No graphic. |
| Information | Information is clear, valid, and accurate. | Information is generally clear, and accurate. | Some information may be confusing, incorrect or flawed. | Information is confusing, incorrect or flawed. |
| Sound | Voices are clear/relevant to slide. Timing of voice is correct. (Not too fast or slow) | Most voices are clear and relevant. Timing of voices is mostly correct. | Some slides have clear voices relevant to slide. | No voices were used. Cannot understand voices. |
| Project Requirements(Number of slides) | Project contains 3-6 slides, including title page. Met deadline. | Project contains fewer than 3, or more than 6 slides. Met deadline. | Some information lacking. Project slightly late. | Project submitted late with incorrect requirements. |
back to Volcanoe Unit of Practice
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Curriculum Block One
Teacher: Dianne Fulton
School: Fairview
Grade Level: 3rd
Time Frame: 6 weeks
| Unit or Topic:
Houghton Mifflin Invitation to Literacy 3.1 - "Oink, Oink, Oink" |
| Resources:
Houghton Mifflin text 3.1, many versions of "The Three Little Pigs", Inspiration Program, Kid Pix Deluxe, Claris Works for Kids |
| Curriculum Overview:
During this six week unit, students will be reading literature and identifying features of the genre of the fairy tale. They will read or hear many versions of the "Three Little Pigs." They will identify the elements of the stories and be encouraged to increase their fluency and expression as they read about the characters. Expository writing with an emphasis on comparison and contrast will be introduced and studetns will write about the different stories in the Houghton Mifflin text: "The Three Little Wolves and the Big Bad Pig," The Three Javelinas," and "The Three Little Hawaiian Pigs and the Big Bad Shark." The language Arts skills of summarizaing, comparison and contrast, knowing the differences between fantasy and realism will be introduced. |
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| Standard(s):
Apply Word analysis and vocabulary skills to comprehend selections. Read aloud with attention to expression, accuracy, phrasing, and intonation. Comprehend a broad range of reading materials. Understand how literary elements and techniques are used to convey meaning. Compose well-organized and coherent writing for specific purposes and audiences. |
| Benchmark(s) Assessed:
Read most third grade high frequency and high utility words. Read developmentally appropriate materials with attention to rate, expression, accuracy, and phrasing. Use reading strategies before, during, and after reading. Read and identify a variety ofliterary genres. Understand how authors use elements and techniques in literature. Write to maintain focus. Write to maintain organization. Write using support/elaboration. |
| Types of Assessments:
Houghton Mifflin theme tests Teacher assessment Assessment of skills through the LAB pages and Integrated skills tests Participation in group activities Beginning of year writing assessment |
| Student Accommodations:
Pairing students, small groups, provide reading material at varying levels, oral instruction with visual cues, extend testing and activities with open-ended answers. |
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Curriculum Block Two
Teacher: Dianne Fulton
School: Fairview
Grade Level: 3rd
Time Frame: 6 weeks
| Unit or Topic
Houghton Mifflin Invitations to Literacy 3.1- Communities Ties |
| Resources: Houghton Mifflin Text 3.1, Kid Pix Deluxe, Inspiration Program, Claris Works, Claris Works for Kids, Internet (web quest) |
| Curriculum Overview:
During this six week unit, students will be reading literature designed to bring awareness between families and their commonalities in the community. In "Fruit and Vegetable Man," students will learn the life lessons of how people help each other. In "Family Pictures," students will make the correlation of family ties. In "When Jo Louis Won the Title," students will learn how one girl became proud of her heritage and apply this to their own lives. Students will understand how to use reading strategies before, during and after reading literature to make inferences and draw conclusions from the text. The Language Arts skills of synthesizing, reading with details, and making inferences to students own lives are most noted. Written language goals will be continued to write for a variety of purposes and the narrative style of writing will be introduced. |
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| Standard(s):
Comprehend a broad range of reading materials. Understand how literary elements and techniques are used to convey meaning. Use correct spelling, grammar, and punctuation, and capitalization. Compose well organized and coherent writing for specific purposes, and audiences. |
| Benchmark(s) Assessed:
Use reading strategies before, during and after reading. Understand how authors use elements and techniques in literature. Read and identify a variety of literary genres. Use correct spelling, grammar, punctuation, capitalization (according to 3rd Grade standards). Write to maintain focus. Write using support and elaboration. Write for a variety of purposes and audiences. |
| Type of Assessment
Houghton Mifflin theme tests Teacher assessments Participation in group activities Assessment of skills through the LAB pages and Integrated skills test |
| Student Accommodations:
Pairing students, small groups, provide reading material at varying levels, oral instruction with visual cues, extend testing and activities with open-ended answers. |
The Unit of Practice for this curriculum block will be a WebQuest on
Springfield, Illinois.
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Curriculum Block Three
Teacher Dianne Fulton
School Fairview
Grade Level 3rd
Time Frame 6 weeks
| Unit or Topic
Houghton Mifflin Invitation to Literacy 3.1 Disaster! |
| Resources:
Houghton Mifflin Text 3.1, Internet, Inspiration, Groliers Enclyclopedia, First Connections, variety of related books on disasters. |
| Curriculum Overview:
During this six week unit students will be reading literature that depicts some of the great disasters of the world. In the Houghton Mifflin text, students will read and learn about the continuing historical events in "The Titanic: Lost...and Found." They will read about the devastation of a volcano in "Pompeii...Buried Alive." Finally, they will read the historical fiction of the disaster occurring in 1919 entitled, "Patrick and the Great Molasses Explosion." Students will be using reading strategies including cause and effect, differentiate fact/opionion/fantasy/realism. Students interest in reading is encouraged in this unit with its exciting theme. Students will continue with Language Arts skills of writing by using correct spelling, grammar, punctuation, and capitalization and use expository writing. A research project of a well known disaster will be required. Afterwards, we will make an explosion in the classroom with our own volcanoes. |
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| Standard(s):
Apply word analysis and vocabulary skills to comprehend selections. Comprehend a broad range of reading materials. Understand how literary elements and techniques are used to convey meaning. Use correct spelling, grammar, punctuation, and capitalization. Compose well organized and coherent writing for specific purposes and audiences. Listen effectively in formal and informal settings. Speak effectively using language appropriate to the situation and audience. Locate, organize and use information from various sources to answer questions, solve problems, and communicate ideas. Apply acquired information, concepts, and ideas to communicate in a variety of formats. |
| Benchmark(s) Assessed:
Read high frequency words fluently. Use word analysis skills. Read developmentally appropriate materials with attention to rate, expression, accuracy, and phrasing. Use reading strategies before, during, and after reading. Read independently for 20-25 minutes. Understand how authors use elements and techniques in literature. Read and identify a variety of literary genres. Use correct spelling, grammar, punctuation, and capitalization. Write for a variety of purposes and audiences. Read own writing to others. Listen for a variety of purposes. Speak for a variety of purposes. |
| Type of Assessments:
Houghton Mifflin theme tests Teacher assessments Assessment of skill through the LAB pages and Integrated skills tests Participation in group activities Mid year Writing Assessment |
| Student Accommodations:
Pairing students, small groups, provide reading materials at varying levels, oral instruction with visual cues, extend testing and activities with open ended answers |
The Unit of Practice for this Curriculum Block will be a research
project on volcanoes.
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Curriculum Block Four
Teacher Dianne Fulton
School Fairview
Grade Level 3rd
Time Frame 6 weeks
| Unit or Topic:
Houghton Mifflin Invitation to Literacy 3.2 - "What's Cooking?" |
| Resources:
Houghton Mifflin Text 3.2, Internet, ethnic cookbooks, The Graph Club CD-ROM, Houghton Mifflin supplement books, Everybody Cooks Rice, and Yagua Days. |
| Curriculum Overview:
During this 6 week unit, students will become aware of foods and their origins. The Houghton Mifflin stories correlation to this theme are "Tony's Bread," "Sandwiches From Around the World," "Halmoni's Picnic," and the paperback supplement Everybody Cooks Rice. Fictional stories that include traditions of favorite foods are also introduced as Cleary's "Ribsy and the Roast" and Polacco's "Chicken Sunday." Students will learn the strategy of reading and writing directions. They will work on skills of sequencing, problem solving, and decision making. Expository writing will be introduced, and narrative writing skills will be continued. An integrated project using health nutrition and math graphing could be used as part of this unit of study. |
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| Standard(s):
Comprehend a broad range of reading materials. Understand how literary elements and techniques are used to convey meaning. Compose well organized and coherent writing for specific purposes and audiences. Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas. Apply acquired information, concepts, and ideas to communication in a variety of formats. Apply skills and strategies of an independent learner. |
| Benchmark(s):
Use reading strategies before, during, and after reading. Understand how authors use elements and techniques in literature. Read and identify a variety of literary genres. Write to maintain focus, organization, support/elaboration. Write for a variety of purposes and audiences Read own writing to others. Locate , gather, and use information to answer question and solve problems in order to communicate ideas. Communicate acquired information, concepts, and ideas. Know strengths and needs as a learner. |
| Types of Assessments:
Houghton Mifflin theme tests Teacher assessments Assessment of skill through the LAB pages and Integrated skills tests Participation in group activities |
| Student Accommodations:
Pairing students, small groups, provide reading materials at varying levels, oral instruction with visual cues, extend testing and activities with open ended answers |
The Unit of Practice for this Curriculum Block will be on Food Groups
and making healthy choices.
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Curriculum Block Five
Teacher Dianne Fulton
School Fairview
Grade Level 3rd
Time Frame 6 weeks
| Unit of Topic
Houghton Mifflin Invitations to Literacy 3.2 "Weather Watch!" |
| Resources
Houghton Mifflin Text 3.2, internet, Grolier CD, The Cloud Book |
| Curriculum Overview:
In this 6 week unit, students will read about a variety of weather conditions. They will appreciate how weather can create emergencies and dramatically alter people's daily routines. The Houghton Mifflin text stories of "Storm in the Night," "Brave Irene," "Kate Shelley and the Midnight Express" are examples of this kind of literature. The nonfiction story, "Tornado Alert" will make students aware of the serious effects that weather can display. The Language Arts Skills of organizing data, making inferences and drawing conclusions will be emphasized. Persuasive and expository writing will be reviewed with an emphasis on description. An integration with science and the study of meteorology can be an ongoing project for this theme. |
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| Standard(s):
Apply word analysis and vocabulary skills to comprehend selections. Read aloud with attention to expression, accuracy, phrasing and intonation. Comprehend a broad range of reading materials. Understand how literary elements and techniques are used to convey meaning. Compose well organized and coherent writing for specific purposes and audiences. Listen effectively in formal and informal situations. Locate, organize and use information from various sources to answer questions, solve questions, solve problems, and communicate ideas. Apply acquired information, concepts, and ideas to communicate in a variety of formats. |
| Benchmark(s) Assessed:
Read high frequency words fluently. Use word analysis skills. Read developmentally appropriate material with attention to rate, expression, accuracy and phrasing. Use reading strategies before, during, and after reading. Read independently for 20-25 minutes. Understand how authors use elements and techniques in literature. Read and identify a variety of literary genres. Write to maintain focus, organization, support, and elaboration. Read own writing to others. Listen for a variety of purposes. Locate, gather, and use information to answer questions, and solve problems in order to communicate ideas. Communicate information, concepts and ideas. |
| Type of Assessments:
Houghton Mifflin theme tests Teacher assessments Assessment of skill through the LAB pages and Integrated skills tests Participation in group activities |
| Student Accommodations:
Pairing students, small groups, provide reading materials at varying levels, oral instruction with visual cues, extend testing and activities with open ended answers |
The Unit of Practice for this Curriculum Block will be on Weather Watching and students will become Weather Reporters.
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Curriculum Block Six
Teacher Dianne Fulton
School Fairview
Grade Level 3rd
Time Frame 6 weeks
| Unit of Topic
Houghton Mifflin Invitations to Literacy 3.2 "What A Day!" |
| Resources:
Houghton Mifflin Text 3.2, Inspiration, Claris Works |
| Curriculum Overview:
During this 6 week unit, studetns will be reading literature that shows the viewpoint of children and how they view their lives. Studetns will read another Beverly Cleary story, "Ramona and Her Mother." Students will correlate their own family experiences and use the narrative and persuasive style on their writing reflections. There will also be an emphasis on editing in this theme. "Mac and Marie and the Train Toss Surprise" and "Say Woof! The Day of a Country Veterinarian" both share the idea that each day is unique with its own special experiences. Making predictions based on inferences will be stressed. The Language Arts skills of cause and effect, noting details and making judgements are stressed in this theme. |
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| Standard(s):
Understand how literary elements and techniques are used to convey meaning. Comprehend a broad range of reading material. Use correct spelling, grammar, punctuation, and capitalization. Compose well-organized and coherent writing for specific purposes and audiences. |
| Benchmark(s);
Understand story elements of characters, setting, events, problem, theme and resolutions. Understand literary techniques. Identify literary genres. Use prior knowledge, predicting, and questioning strategies. Re-read, self-correct, and confirm to monitor understanding. Locate information in fiction and nonfiction selections. Make inferences. Explain how story elements and information in texts connect to other reading and experiences. Edit writing for grammar, punctuation, and capitalization. Spell high frequency words correctly. Use prewriting strategies to plan written work. Write to maintain focus, organization, and support/elaboration. Revise for meaning, organization and support/elaboration. Write for a variety of purposes and audiences. |
| Types of Assessments
Houghton Mifflin theme tests Teacher assessments Assessment of skill through the LAB pages and Integrated skills tests Participation in group activities End of year Writing test |
| Student Accommodations:
Pairing students, small groups, provide reading materials at varying levels, oral instruction with visual cues, extend testing and activities with open ended answers |
Instead of a Unit of Practice, students will be developing, editing, and publishing a story about a special day in their own life.
