G3+SS+U1+-+Geography


 * P.S. 208 The Alain L. Locke Magnet School for Environmental Stewardship 2012-2013 **
 * GRADE 3 SCIENCE CURRICULUM (Begins Sept 19th, 2012—Ends Nov. 9th, 2012) **
 * Unit 1: **Introduction to World Geography and World Communities


 * Essential Question: **Our relationship with matter makes all matter important.
 * Enduring Understanding: ** What matter matters?


 * Unit Performance Task: Week of November 1st, due Friday November 9th, 2012 (I34) **
 * World community photo essay **: There has been an increase amount of matter (waste) in different part of the communities. Students as photo journalist will compile a photo essay for National Geographic to inform the community about the increase in waste.

3.RI.1. - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 3.RI.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 3.RI.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., <span style="font-family: 'Lucida Grande','serif';">where, when, why, and how key events occur). <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.W.1- Write opinion pieces on topics or texts, supporting a point of view with reasons. <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.W 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.W.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. <span style="font-family: 'Lucida Grande','serif';">3.W. 6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and <span style="font-family: 'Lucida Grande','serif';">collaborate with others. <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.W.7 - Conduct short research projects that build knowledge about a topic. <span style="font-family: 'Lucida Grande','serif';">3.SL.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.SL.2 - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. <span style="font-family: 'Lucida Grande','serif';">3.SL.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. <span style="font-family: 'Lucida Grande','serif';">3.SL.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. <span style="font-family: 'Lucida Grande','serif';">3.L.4 - Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. <span style="font-family: 'Lucida Grande','serif';">a. Use sentence-level context as a clue to the meaning of a word or phrase. <span style="font-family: 'Lucida Grande','serif';">b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, <span style="font-family: 'Lucida Grande','serif';">comfortable/uncomfortable, care/careless, heat/preheat). <span style="font-family: 'Lucida Grande','serif';">c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). <span style="font-family: 'Lucida Grande','serif';">d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. <span style="font-family: 'Lucida Grande','serif';">3.L.6 - 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 19px;">Common Core Learning Standards (Green = assessed): **

<span style="font-family: 'Lucida Grande','serif';">understanding concepts of time, continuity, and change
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 19px;">New York State Scope and Sequence: **
 * <span style="font-family: 'Lucida Grande','serif';">Thinking Skills **<span style="font-family: 'Lucida Grande','serif';">– comparing and contrasting, identifying cause and effect, drawing inferences and making conclusions, evaluating, decision-making
 * <span style="font-family: 'Lucida Grande','serif';">Sequencing and Chronology Skills **<span style="font-family: 'Lucida Grande','serif';">– using the vocabulary of time and place, placing events in chronological order, sequencing events on a timeline,
 * <span style="font-family: 'Lucida Grande','serif';">Research and Writing Skills **<span style="font-family: 'Lucida Grande','serif';">– getting information, interpreting information, applying information, synthesizing information
 * <span style="font-family: 'Lucida Grande','serif';">Map and Globe Skills **<span style="font-family: 'Lucida Grande','serif';">– reading maps, legends, symbols, and scales, using a compass rose, grids, time zones, comparing maps and making inferences, interpreting and analyzing different kinds of maps
 * <span style="font-family: 'Lucida Grande','serif';">Interpersonal and Group Relation Skills **<span style="font-family: 'Lucida Grande','serif';">– recognizing and avoiding stereotypes, participating in group planning and discussion, cooperating to accomplish goals, assuming responsibility to carry out tasks

<span style="font-family: 'Lucida Grande','serif';">• Hemispheres, continents and countries can be located on world maps and globes <span style="color: #29d700; font-family: 'Lucida Grande','serif';">3.1b, 3.1c, 3.2a <span style="font-family: 'Lucida Grande','serif';">• Different kinds of maps are created to provide specific information <span style="color: #29d700; font-family: 'Lucida Grande','serif';">3.1b, 3.1c, 3.2a <span style="font-family: 'Lucida Grande','serif';">• Continents and countries have geographic features such as oceans, rivers, mountains, etc. <span style="color: #29d700; font-family: 'Lucida Grande','serif';">3.1b, 3.1c, 3.2a <span style="font-family: 'Lucida Grande','serif';">• Places can be located using cardinal and intermediate directions <span style="color: #29d700; font-family: 'Lucida Grande','serif';">3.1c <span style="font-family: 'Lucida Grande','serif';">• Places be located relative to distance from Equator and Prime Meridian (scale, latitude, and longitude) <span style="color: #29d700; font-family: 'Lucida Grande','serif';">3.1c <span style="font-family: 'Lucida Grande','serif';">• People adapt to the environment <span style="color: #29d700; font-family: 'Lucida Grande','serif';">3.1e <span style="font-family: 'Lucida Grande','serif';">• Communities use human and natural resources in different ways <span style="color: #29d700; font-family: 'Lucida Grande','serif';">2.3c, 3.1d, 4.1d <span style="font-family: 'Lucida Grande','serif';">• All countries and civilizations have culture <span style="color: #29d700; font-family: 'Lucida Grande','serif';">2.1c <span style="font-family: 'Lucida Grande','serif';">• Culture encompasses all that people do, create, value, and believe <span style="color: #29d700; font-family: 'Lucida Grande','serif';">2.1c <span style="font-family: 'Lucida Grande','serif';">• Cultures and civilizations develop and change over time <span style="color: #29d700; font-family: 'Lucida Grande','serif';">2.1c, 2.2d <span style="font-family: 'Lucida Grande','serif';">• Countries and civilizations have cultural landscapes (pyramids, silos, windmills, skyscrapers) that include old and new features <span style="color: #29d700; font-family: 'Lucida Grande','serif';">2.2d <span style="font-family: 'Lucida Grande','serif';">• Historical time can be measured and represented by timelines (eras [BCE/CE], millennia, centuries, decades) <span style="color: #29d700; font-family: 'Lucida Grande','serif';">2.2a, 2.2b, 2.2c <span style="font-family: 'Lucida Grande','serif';">• Changes can be observed in a person’s way of life (transportation) <span style="color: #29d700; font-family: 'Lucida Grande','serif';">4.1, 5.1 <span style="font-family: 'Lucida Grande','serif';">• All peoples have rich cultural traditions that are passed down from generation to generation in a variety of ways <span style="color: #29d700; font-family: 'Lucida Grande','serif';">2.1 <span style="font-family: 'Lucida Grande','serif';">• All peoples have beliefs, religion, traditions <span style="color: #29d700; font-family: 'Lucida Grande','serif';">2.1a, 2.1c <span style="font-family: 'Lucida Grande','serif';">• All peoples provide for their needs in a variety of ways (food, clothing) <span style="color: #29d700; font-family: 'Lucida Grande','serif';">2.1c, 2.3c, 4.1a
 * <span style="font-family: 'Lucida Grande','serif';">World Geography: **
 * <span style="font-family: 'Lucida Grande','serif';">Culture, Civilization, and Historical Time **

<span style="font-family: 'Lucida Grande','serif';">A. Cultural Preservation and Transformation: The preservation of cultural histories and heritages, and the transformation of cultural identities and practices that contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generations to thrive**.**
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 19px;">EfS Standards: **

<span style="font-family: 'Lucida Grande','serif';">B. Responsible Local and Global Citizenship: The rights, responsibilities, and actions associated with leadership and participation toward healthy and sustainable communities. Students will know and understand these rights and responsibilities and assume their roles of leadership and participation.

<span style="font-family: 'Lucida Grande','serif';">C. The Dynamics of Systems & Change: A system is made up of two or more parts in a dynamic relationship that forms a whole whose elements ‘hang together’ and change because they continually affect each other over time. Fundamental patterns of systems include growth, decline, and vacillation. Students will know and understand the dynamic nature of complex systems and change over time. They will be able to apply the tools and concepts of system dynamics and systems thinking in their present lives, and to inform the choices that will affect our future. <span style="font-family: 'lucida grande','serif';">28. Define how their own (or other peoples’) actions affect the systems they are in.

<span style="font-family: 'Lucida Grande','serif';">D. Sustainable Economics: The evolving theories and practices of economics and the shift towards integrating our economic, natural, and social systems to support and maintain life on the planet. Students will know and understand 21st century economic practices and will produce and consume in ways that contribute to the health of the financial, social and natural capital. <span style="font-family: 'lucida grande','serif';">2. Understand the difference between materials produced in the natural world and materials produced by people.

<span style="font-family: 'Lucida Grande','serif';">E. Healthy Commons: Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air, trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities, and actions to care for the Commons.

<span style="font-family: 'Lucida Grande','serif';">F. Natural Laws and Ecological Principles: The laws of nature and science principles of sustainability. Students will see themselves as interdependent with each other, all living things, and natural systems. They will be able to put their knowledge and understanding to use in the service of their lives, their communities, and the places in which they live. <span style="font-family: 'lucida grande','serif';">1. Explore different elements that support life on earth and how they are related to one another (interconnectivity). This includes the relation of high quality and abundant water, soil, and air essential to all life. <span style="font-family: 'Lucida Grande','serif';">4. Clarify the importance of a great diversity of life (biodiversity) to the long term sustainability of humankind and other living species on Earth. <span style="font-family: 'Lucida Grande','serif';">7. Demonstrate an understanding of some basic natural laws and principles.

<span style="font-family: 'Lucida Grande','serif';">I. Sense of Place: The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological, and architectural history of that place and contribute to its continuous health. <span style="font-family: 'lucida grande','serif';">34. Research, design, implement and assess a project of the students’ own choosing that contributes to the health of the community.


 * CKU = Check for Understanding (on teacher checklists)**

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Globe <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">North Pole <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">South Pole equator <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">longitude <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">latitude <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">hemispheres <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">prime meridian || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">SWBAT locate world communities on globes using latitude and longitude. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students locate different places around the world using lines of longitude and latitude. <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">continents <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">regions <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">physical environment <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">climate <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">landform <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">ecosystem || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">SWBAT use characteristics of the earth’s surface to identify geographic regions. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">On SMART Board students examine a map of the Earth and examine its features (sheppardsoftware.com) <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students are divided into seven groups and each group identifies the regions found on each continent (or USA) regions and the physical environment. Physical features, flora, fauna, etc. will be listed <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">rural <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">urban <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">suburban <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">basic needs || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">SWBAT identify the different components within a community <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">SWBAT to describe how communities adapt when there is an increase in waste. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 1: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Students Read Roxaboxen by Alice McLerran and identify community members in the story. Make maps of Roxaboxen. Add increased waste to the map/community. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students draw a map of their block and identify community members in their own communities and describe their responsibilities. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Main Idea and Details ** || **<span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">EFS: A, D, E, F, I ** <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">complete graphic organizer describing how basic needs are met. <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">natural resources <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">mineral <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">fuel <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">conserve || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">SWBAT understand how natural resources affect various world communities. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Read Aloud: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Our Natural Resources p. 3-7, 19 <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students draw conclusion about the effects of natural resources on humans and the effects of humans on natural resources. <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">renewable resource <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">nonrenewable resource <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">human resource <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">producer <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">specialize <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">capital resource || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">SWBAT understand how natural resources could shape communities and changed through the years. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students copy a chart on a separate sheet of paper and sequence the steps needed to make a softball bat **or** another object. (Manufacturing process – video?) <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">interdependence || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">SWBAT understand that communities must make choices about how to use resources. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students copy a chart on a separate sheet of paper and sequence the path wood takes from forests near Portland to Phoenix <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Trade <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">communication <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">international trade (?) <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">import <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">export <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">free market (?) || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">SWBAT understand that people in communities around the world depend on each other for goods and services. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students compare trade long ago with trade now in a T-chart. <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Culture || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">SWBAT understand that cultures around the world are alike and different. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 1: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Students draw a diagram and fill in details about the culture of Timbuktu. <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">immigrant <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">tradition <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">custom <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">ethnic group || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">SWBAT understand that when people move to a new country, they blend parts of their culture with parts of their new culture (continues throughout the other units) || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Optional Day 2: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Students use a Venn Diagram comparing Nicole’s old community to her new one.
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Lesson ** ||  **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Objective / KBAD **  ||  **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Activity **  ||  **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Homework **  ||  **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Reading Focus Skill **  ||  **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Environmental Tie-Ins **  ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Week of **  **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Sept 19th **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Vocabulary **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Slate – draw the direction of a line of latitude and a line of longitude. Another option – point to locations using lat/long on map in text. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Pg. 111 1-3 || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Use graphs and or maps to locate information. ** || **<span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">EFS: C, D, F **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">Why is it important to be able to read maps? ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Week of **  **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Sept 24th **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Vocabulary **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">On a post-it, write 2 words that you know you need to study (from vocab) and one word you know you won’t forget. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Read pages 142-147 answer questions 1-4 ||  || **<span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">EFS : C, D. F **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">Why is it important to be able to understand our environments and communities? ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Week of **  **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Oct 1st **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Vocabulary **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">How does waste (matter) affect us and our environment? ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Cont’d Week of **  **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Oct 1st **  || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">SWBAT define the different types of communities (rural, urban and suburban) and understand that every community has basic needs such as food, shelter and clothing. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 2: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Students work in groups and identify features of different communities. Then they
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Display pictures of basic needs on SMART board. Students check off which ones are basic needs on exit slip/in notebook. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Read pages 38-41 Answer questions 2-5 on page 41 || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Using prior knowledge **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Main Idea and Details ** || **<span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">EFS: C, D, E **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">What happens when food and water becomes contaminated? ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Week of **  **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Oct 9th **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Vocabulary **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">On post-it, write 5 renewable resources and 5 non-renewable. Place on CFU chart. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Read pgs. 160-165 and answer questions 1-5 || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Drawing conclusion **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Main idea and Details **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Facts and Details ** || **<span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">EFS: A, C, D, E, F, I **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">PROJECT PREP QUESTION: **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">What happens when natural resources are abundant? * **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">What happens when they are wasted? ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Vocabulary **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Picture sequence – resource to product (pictures on SMART board – students write numbers on slate) || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Read pgs. 318-323 and answer questions 2-5 || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Main idea and Details **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Facts and Details **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Sequence **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Compare and contrast ** || **<span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">EFS: A, D, E, F **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">How do we depend on our natural resources daily? ** ||
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Scarcity
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">see Oct. 15 CFU || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Read pgs. 328-333 and answer questions 2-5 || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Sequence **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Cause and Effects **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Facts and Details ** || **<span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">EFS: A **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">Back to question from Oct 9th ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Week of **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Vocabulary **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">1 or 2 fingers – show pictures on SMART board: 1 means now, 2 means long ago || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Read pgs. 334-339 and answer questions 2-5 || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Compare and contrast **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Make inferences **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Main idea and Details **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Draw conclusions **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Facts and Details ** || **<span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">EFS: A **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">PROJECT PREP QUESTION: **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">What happens when communities do not share resources?* ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Week of Nov 5th **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Vocabulary **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Slate – write 2 examples from culture of Timbuktu || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Read pgs. 26-29 and answer questions 2-5 || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Main idea and Details **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Compare and contrast ** || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">EFS: A ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Optional Cont’d Week **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Vocabulary **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Handprint – write 1 thing you learned about culture (in general) in each finger || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Read pgs. 78-81 and answer questions 2-5 || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Compare and contrast **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Facts and Details ** || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">EFS: A ** ||

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Informal: CFU, discussions, homework <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Formal: Quizzes, mini-projects (mapping, graphic organizers, etc.)
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Assessments: **

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Text: Scott Foresman <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Trade books: <span style="font-family: 'lucida grande','serif'; font-size: 15px;">Our Natural Resources by Greg Underhill <span style="font-family: 'lucida grande','serif'; font-size: 15px;">Roxaboxen by Alice McLerran <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Websites: sheppardsoftward.com for maps and quizzes, BrainPop
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Resources: **

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Field trips- MCNY (the grid program) <span style="font-family: 'lucida grande','serif';">- <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">COTEF <span style="font-family: 'lucida grande','serif';">- <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">neighborhood walk

<span style="font-family: 'Lucida Grande','serif'; font-size: 24px;">***Internet research FRIDAY: building on PROJECT PREP EfS QUESTIONS is the focus of the searching. Students gather notes on Power Point notes pages provided to plan

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