| Curriculum Map 2006-2007 | ||
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The Dwight School |
| Content | Purpose/ Objectives | Activities/ Assessments | Resources | ||
| Exploration (Week 1, 6 Weeks) |
Who We Are Central Idea: Human beings explore for different reasons and as a result of their explorations have made contributions. An inquiry into: - the development and use if maps or valuable tools, as examples of contributions made to society - reasons people explore |
1. What do humans want to explore the unknown? 2. What contributions have explorers made to our society? 3. How did exploration affect history?  |
- KWL - Brainstorm and list reasons people want to explore the unknown - Choose an explorer of interest and add the person's reason for exploring to the list. Through the eyes of an explorer, write a diary entry or a letter to a family member accurately explaining the reason you want to explore. - In small groups, search for products, foods, tools, games, and words introduced to our society by explorers. - Journal entry: describe a contribution made by an explorer. Include who the explorer was and where he or she was from. - Writing reflection- What would you introduce to a new land? Explain. - List people who wanted to complete a map. Compare and contrast the map they completed with a current map. Locate on a world map the areas the explorers located. Describe how explorers helped others with new map findings. - Independent research on an explorer. Holistic writing rubric Anecdotal records Checklists Student self-assessment Peer and teacher reflections quizes and tests |
Literature: The History News Land Ho! Explorers and Traders Eyewitness Explorer Video: The Vikings in America Field trips: Natural History Museum Central Park |
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| Space (Week 1, 6 Weeks) |
Where We Are in Place and Time Central Idea: Earth is part of a vast and complex universe. An Inquiry into: - The composition of the universe - Earth's place in space and time - Mythological and ancient beliefs |
1. How was the universe formed? 2. How accurate are the ancient beliefs about our Solar System? Did these beliefs help others? 3. What is the relationship between Earth's moon and the days, months, and seasons? 4. How can we protect the environment and our atmosphere? |
-KWL - Brainstorm how and when the universe could have been formed. Illustrate the idea. Discuss the Big Bang Theory, the formation of galaxies and our Solar System. -Choose a scientist and write and present to the class what the scientist believed to be true of the universe. -Demonstrate the positions of the moon, Earth, and sun during daytime and nighttime. Examine the monthly phases of the moon, and the position of the sun during the different seasons. - Indepedent research project on a planet of choice. Holistic writing rubric Anecdotal records Checklists Student self-assessment Peer and teacher reflections |
Literature: Eyewitness Space Exploration Adventures in Space The History News in Space Our Planet Earth Videos: The Magic School Bus Gets Lost in Space Field Trip: The American Museum of Natural History- IMAX Space Show |
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| Communications (Week 1, 6 Weeks) |
How We Express Ourselves Central Idea: Humans create and develop symbol systems as a form of communication. An inquiry into: - How some communication systems originated and developed - Visual communication - Communication systems that substitute for loss of sense |
1. What are the similarities and differences between symbol systems? 2. How can we communicate the most effectively? 3. How have symbol systems helped us as humans? 4. What types of communication substitute for a loss of sense? 5. What were the first forms of communication and how have they developed through time? |
-KWL -Brainstorm the reason the earliest humans recorded symbols. Discuss what the cave painting were communicating. - Discuss why a written symbol system was developed. - Investigate a visual means of communicating (such as light). - Investigate Hieroglyphics, Cuneiform, Chinese symbols, Native American symbols, Braille, and sign language. - Research one form of communication indicating how it helps us, or what it tells us about the past. Holistic writing rubric Anecdotal records Checklists Student self-assessment Peer and teacher reflections |
Literature: Ancient Communication Painters of the Cave The Mystery of Hieroglyphics Field Trips: The Whitney Museum- Lucas Samaras: self-portraits |
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| Energy (Week 1, 6 Weeks) |
How the World Works Central Idea- Energy exists in different forms. An inquiry into: - the sources and uses of different forms of energy - the collection and generation of different forms of energy - the storage and delivery of energy to the consumer |
1. What are the sources of energy? 2. What ways can energy be collected and used? 3. What is the relationship between energy and how the world works? 4. How can energy be created to preserve the quality of the environment? |
- KWL - Brainstorm possible sources of energy - Investigate what the sources of energy are and how they create energy - Create a bulletin board illustrating the different sources of energy - Research how energy is harnessed - List ways the world works because of the enrgy that is created - Create a new source of energy - Teacher- and student-made tests - Anecdotal records - Checklists - Rubrics - Peer-assessment - Performance assessment - Peer and teacher reflections - Self-evaluation |
Literature: Energy and Power Using Energy Don't Waste Energy Full of Energy Field trip |
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| Money (Week 1, 6 Weeks) |
How We Organize Ourselves Central Idea: Economic systems of barter and exchange have developed over time for use within communities. An inquiry into: - how money systems have developed through time - how bartering and exchange are related to trade and work |
1. How have forms of barter and exchange changed over time? 2. How was the monetary system developed, and how does it work? 3. Why do some societies use money as means of exchange and other societies use bartering? 4. How can we save money and be responsible spenders? 5. Why do people trade their labor for money? |
-KWL - Role play systems of barter and exchange - Investigate how money began - Research the origin of the word "money." - Research a country's currency and compare it to the United States. - Give examples of earning, spending, and consequences of mismanagement. - Track a stock over duration of the unit - Student- and teacher-made test - Anecdotal records - Peer-assessment - Holistic writing rubric - Student reflection |
Literature: The Story of Money If You Made a Million Eyewitness Books- Money A Kid's Guide to Money Articles: "How Money Began" "What's in a Name?" Internet sites: www.kidsbank.com www.teacher.scholastic.com Guest speakers |
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| Public Health (Week 1, 6 Weeks) |
How We Share the Planet Central Idea: Many children throughout the world are at risk because of ill health. There are ways to help. An inquiry into: - the cause of ill health in children throughout the world - initiatives to improve children's health around the world |
1. How do children become ill? 2. Why are children in some countries more suceptible to becoming ill? 3. How are organizations such as UNICEF working to end ill health? 4. How can we share what we have learned with others? |
- KWL - Brainstorm reasons children become ill. Define vaccine and discuss what it does. - Locat edeveloping countries on a map. List what geographical factors make it difficult to distribute vaccines to everyone. Discuss why children in these countries do not have the basic necessities. - Investigate what $1.00 can do to help children in developing countries. - Discuss the importance of water. Research why some people do not have access to clean water. Make water conservation posters |
Literature: For Every Child UNICEF for Beginners A Life Like Mine Videos: "Spread the Jam" Internet Sites: www.unicef.org |
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