An Interdisciplinary Standards Based Unit For Intermediate .

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BernhardAn Interdisciplinary Standards Based UnitFor Intermediate Students

BernhardExpanding our HorizonsFrom Kentucky to Alaska via WyomingTeacher:Subject: Language ArtsGrade 4 Duration: 6 weeksGoals and Expectations: 1.1. (Inquiry; Using Reference Tools); 1.2 (Reading); 1.11(Writing); 1.16 (Technology as communication); 2.16 (Analyzing Human Behavior,Relationships); 2.22 (Creating Works, Making Presentations); 2.24 (Literature); 3.7(Learning on One’s Own); 5.1 (Critical Thinking to Solve Realistic Problems); 6.2(Acquiring New Knowledge); 6.3 (Making Connections)Selected Content/Standards1. Language Arts:2. Social StudiesUnit Organizer:Reading, Writing, Speaking, Listening,Observing; Inquiry; TechnologyGeographyThe World of Canines: Where Would We Be Without Them?Essential Questions:Language Arts: Through reading and responding to a variety of reading materials, what conclusionscan we make about the contribution of dogs and other domestic animals to the lives ofothers and our lives that will help us in the future? From our inquiry into the world of canines and other domestic animals, what do weneed to know about pets to make decisions about responsible pet ownership? From our study of how animals are used to help people with disabilities, whatconclusions can we make about the importance of service animals to people and ourrole in supporting people who are less fortunate than ourselves? From our inquiry into the world of canines, how can we use effective writing skills topromote our understanding of responsible pet ownership and communicate our ideasto others?Social Studies: Through inquiry into the geography of Wyoming and Alaska, what conclusions canwe make about the similarities and differences between the geography of those statesand Kentucky that affect our customs? Through inquiry into the Iditarod sled dog race in Alaska, what conclusions can wemake about the connection between climate, landforms and our customs?

BernhardLearning EventsReading/Writing WorkshopEngagement and pre-reading activities positive behavior supportLiterary and transactive reading – independent and collaborative (reading circles)Reading responses – prompts directed toward core content and essential questions(written/oral)Mini lessons related to reading, as neededWriting to demonstrate learning/writing to learnPortfolio-appropriate writing/transactive focusOn-demand writingOpen Response questionsMini lessons related to reading, as neededE-mail correspondenceCorrespondence with middle or high school students in Alaska who will helpstudents monitor the Iditarod in MarchGeography LessonsScaffolded on prior knowledgeAssessment/EvaluationReading Journal, Reading Circle and Open Response rubricsStudent designed scoring rubricsHolistic Scoring GuideTeacher ObservationInquiry Web Resources (samples)Responsible Pet ages.com/storiesAnimals Helping People With graphy of mGeography of tmThe Iditarod Dog Sled ww.pbs.org/wnet/nature/sleddogs/making.htmlThe Shoshone mce.k12tn.net/dogs/fox/shoshone.htm

BernhardGeographyInvestigate Wyoming/play thedog sled s.aspHistoryDiscover how the Iditarodsled dog race came aboutRelated ArtsInvestigate sleddogsMake dog gTry playing the harmonicaHuman valuesLiteratureRead other storiesabout dogsReading other storieswith a similar themeDiscuss examples ofcourage, selflessness,close relationshipsStone Foxby John Reynolds GardinerInterdisciplinary ConnectionsDramaSocial ResponsibilitiesAct out a practical joke thatgrandfather played on WillyDiscover the different ways animals helppeople with d out how to take care of a om/storiesWritingReading Response JournalCommunicate your ideas andfeelings about responsible petownershipRead what others have writtenabout toms/CulturesInvestigate dog sledding and the nvestigate the Shoshone w.mce.k12tn.net/dogs/fox/shoshone.htm

BernhardStone Fox six week planSunMonTueWedThuFriIntroduce “Quest forTrue Understanding”concept; Little Prince,ch 1; Journal entry:Define person of trueunderstandingMini LessonLiterary elements(characterization)Students completeanticipation guide;review reading circleroles; discussionexpectations, etc.Read aloud ch. 1Stone Fox; modelreadng roles based onch. 1Small groupdiscussion; largegroup discussionChange rolesDiscussion in smallgroups;debrief in large groupAssign reading roles;Read ch. 2 in class;discussionHW completereading; prepare todiscussChange rolesWriter’s notebook:Describe grandparentMini Lesson(cause and effect)HW completereading; prepare todiscussChange roles; read chSmall groupdiscussion; debriefwhole classReading JournalDiscussion groups;debrief; identifymajor issues, topics,etc.Reading JournalResearch computerlabHW completereading; prepare todiscussResearch computerlabBookmark on notecardsBookmark on notecardsBookmark on notecardsWriting Workshopdeveloping anglesbrainstormingOn demand writingWriting workshopMini lesson as neededConferencingWriting WorkshopMini lesson as neededConferencingWriting WorkshopMini lesson as neededConferencingHW prewritingResearch for finalproject; discussscoring criteriaHW draftingResearch computerlabHW draftingResearch computerlabHW revisingWriting workshop;plan culminatingperformances;celebration of workHW revisingHW editingHW note cardsHW draftingWriter’s notebook:Open ResponseOpen ResponseHW completereading; prepare todiscussDiscussinterdisciplinaryconnections andinquiry project(student choice)Reading JournalSmall groupdiscussion; debriefwhole class (look forelephant)HW completereading; prepare todiscussChange roles; read chReading journalReading JournalResearch computerlabMany of these activities can be planned simultaneously, depending on the interests and needs of the studentAccommodations: text reader; type written journal entries; roles in reading and artcircles can be chosen for students with special needs and/or behavioral problems; studentchoice in inquiry projectsSat

ng Circles (discussionand collaboration)Whole class discussionsReading Response JournalsWriting to demonstratelearningWriting for authenticpurposes and Body-KinestheticResponse to literature throughdramaMusical/RhythmicVisual/SpacialGraphic organizersArt analysis, evaluation andinterpretationResponse to literaturethrough musicStone FoxMultiple Intelligences(student choice)Art responses (student choice)InterpersonalReading ng culminatingperformancesIntrapersonalReading Response journalsLearning logsRevisingReflecting

Bernhard

BernhardDear Parents:We are about to expand our horizons by reading a novel called Stone Fox andexploring related topics of interest that will take us to Wyoming and Alaska. Soundinteresting? I hope so because I would like to invite you to read this novel andcome on this adventure with us.The title of this new unit is The World of Canines: Where Would We BeWithout Them? Stone Fox will be our portal into an inquiry about what the role ofwork animals in our society, the Iditarod dog sled race in Alaska, and what it meansto be a responsible pet owner.Whether you choose to read this novel or not, I would like to encourage you to talkto your children about what they are reading and discuss with them some of theissues that are being discussed in class, such as: From what we have learned about how animals are used to help people withdisabilities, how can we help people who are less fortunate than ourselves?If we have pets, what does it mean to be a responsible pet owner?I would also like to encourage you to talk to your children about what they arewriting. They will be learning how to write feature articles in this unit and I amanticipating that many of them will choose to write about owning a pet. Irecommend that you refer to the book Sharpen Your Child’s Writing Skills forguidance in how to help them. If you do not have a copy, it is available atwww.kde.state.ky.us, keyword search Sharpen Your Child’s Writing Skills.I am also attaching a copy of information about how to evaluate websites from theAmerican Library Association. Since this unit will involve research and your childmight want to do independent research at home, this is valuable information for youto have on hand.This unit will take approximately six weeks to complete, and I would like to inviteyou to the celebration of your children’s work at the end of what I am expecting tobe a very fulfilling journey. Watch for details in our monthly newsletter. Thank youfor your support and please don’t hesitate to contact me if you have questions orconcerns.Sincerely,JB

BernhardGreat Web Sites for Kids Selection CriteriaAdapted from American Library Association LSC/Great Web Sites for Kids/Great Web Sites for Kids Selection Criteria/Great Web Sites for Kids Selection Criteria.htmHow to Tell if You Are Looking at a Great Web SiteThe Web is a lot like a flea market: there’s a vast selection of sites tochoose from but not a lot of order to it. Some sites are offered byreputable “dealers” and some from individuals who want to show off theirpersonal favorite items. Sometimes it’s hard to tell what’s a hidden treasure,what’s worth taking a look at, and what’s a waste of time.It’s not hard to find sites if you use a search engine like Hotbot, or asubject directory like Yahoo (or Yahooligans for kids). But how can you tell ifa site you find is worthwhile?Sometimes what is in a Web site’s address can indicate the nature of thesite. Sites from commercial businesses usually include “.com”; federalgovernment sites end in “.gov,” K-12 school sites often include “k12” in theaddress, and college and university sites often include “.edu.” Sites fromnon-profit organizations often include “.org.” A site with a tilde ( ) in theaddress usually indicates that this page is maintained or created by anindividual, rather than representing an organization, a business, or a school.Children’s librarians evaluate books, magazines, tapes, and software forchildren to find the best of all. Web sites are no exception. On this page, wehave collected some excellent sites for young people. "Children" are definedas persons of ages up to and including fourteen and Web sites for this entireage range are considered. We will share with you what we look for in a greatWeb site.Notes: Every site does not need to meet every one of these criteria to be agreat site, but the more of them a site does meet, the more likely it isto be a worthwhile place to spend time.The content on the Web changes faster than anything we have everseen in our culture. Therefore, in any recommended list of Web sites,the recommendations apply only to the primary sites that are listed,not to every site linked from the primary sites.

BernhardA. Authorship/Sponsorship: Who Put up the Site? The name of the individual or group creating the site should be clearlystated.The creator should give a source for information in the site wherenecessary.The Web site author or manager should provide a way for users tomake comments or ask questions.The Web site author or manager should be responsive to any questionsregarding copyright, trademark, or ownership of all material on thesite. Sites that knowingly violate copyright statutes or other lawsshould not be linked, listed, or recommended.B. Purpose: Every Site Has a Reason for Being There. A site’s purpose should be clear and its content should reflect itspurpose, be it to entertain, persuade, educate, or sell.Advertising should be appropriate to the intended audience and shouldnot overshadow the content.A good site should enrich the user’s experience and expand theimagination. Sites promoting social biases (gender, racial, religious, orother types) rather than enlarging the views of the child should notbe considered worthwhile sites.C. Design and Stability: A Great Site Has Personality andStrength of Character. The information on the site should be easy to find and easy to use.The site design should be appealing to its intended audience.The text should be easy to read, and not cluttered with distractinggraphics, fonts, and backgrounds.Users should be able to get around the site easily.Pages consisting mainly of links should be well organized and appealingto young people, and the collected links should be well chosen anduseful to children exploring the subject.The site’s design should be appropriate for the intended audience.The site should be ADA (Americans with Disabilities Act) compliant,as much as possible.

Bernhard A game or recreational site should have a clear interface and playinginstructions.The page should load in a reasonable amount of time.The page should be consistently available and load without problems;stability is important.Required “plug-ins” or other helper applications should be clearlyidentified.The design elements and features on the site, such as searchabledatabases, animations, graphics, sound files, introductory andtransitional pages, etc., should enhance and not hinder theaccessibility and enjoyment of the site.The interactive features should be explained clearly.A user should not need to pay a fee or type in personal information(such as his/her name or e-mail address) before using the site.D. Content: A Great Site Shares Meaningful and Useful Contentthat Educates, Informs, or Entertains. The title of a site should be appropriate to its purpose.A site’s content should be easy to read and understand by its intendedaudience.There should be enough information to make visiting the siteworthwhile.If there are large amounts of information on the site, some kind ofsearch function should be provided. There should be at least anoutline of topics covered, allowing the users to find topics and moveamong them easily.Spelling and grammar always should be correct.The information should be current and accurate, and if the topic ofthe site is one that changes, it should be updated regularly. A “lastupdated” date is a plus.Links to more information on the topic should be provided.Graphics on the site should be relevant and appropriate to thecontent.The subject matter should be relevant to and appropriate for theintended audience.The viewpoint presented should be comprehensible to the intendedaudience.

Bernhard The skills required to use the site’s features and structure should beappropriate or appropriately challenging for its intended audience.In informational sites, especially those used to support schoolassignments, quality of content should be most important. Appealingsites for general audiences that are accessible to young peoplesometimes provide the highest-quality content.Some sites, such as health and life-education sites, may includemature content. Such material should be developmentally appropriateto the information needs of youth.ALA's Great Web Sites for Kids are currently maintained and updated bythe ALSC Great Web Sites CommitteeDocumentation: Citing Online citation/mlaexamples.pdf

Bernhard

BernhardAnticipation GuideThe following questions are used to introduce issues and ideas that you willcome across in Stone Fox. They are designed to encourage you to thinkabout these ideas. We will return to these questions throughout the novel.Mark True or False and if you don’t know, make a guess:BeforeReadingTrue orFalseAfterReadingTrue orFalseDoctors sometimes cannot explain why a personis sick.If someone is not able to work, a family membershould help out.If taxes are not paid there are seriousconsequences.Pets are important members of a household.A dog can sense when its owner is in trouble.Dogs can help in times of crisis.Land was taken away from Native Americans.Many Native Americans have tried to buy theirland back.It takes courage for a young boy to enter a raceagainst grownups.Winning doesn’t always mean finishing first.

BernhardThe Little Prince by Antoine de Saint-ExupéryThe Quest for “True Understanding”In the opening pages of the Little Prince, the narrator is lamenting hisunappreciated artistic skills and shares with his readers his first twodrawings. He relates that when he showed Drawing Number One to grownups, he asked if it frightened them, and their response was “Why shouldanyone be frightened by a hat.” Consequently, he felt compelled to createDrawing Number Two in order to reveal the frightening nature of his firstdrawing. This disheartening experience caused him to give up his artisticendeavors at the age of 6.However, throughout his life he would occasionally use DrawingNumber One to test whether or not a person whom he considered to be“clear sighted” was truly a “person of true understanding.” If that personanswered, “That is a hat,” he knew he couldn’t talk to that person about thewonders of the world. Instead he would talk to them about ordinary thingssuch as “golf, politics and neckties.”To encourage young readers to become “a person of trueunderstanding,” show them Drawing Number One out of context of the bookand invite them to guess what it is, telling them there are absolutely no

Bernhardwrong answers. Many of them guess that it is a hat. Then show themDrawing Number Two and explain how it came about. Tell them that oncethey have seen the elephant, they will never see Drawing Number One againas a hat. Most importantly, tell them that once they have learned to lookbeneath the surface of the text on a page, they are well on their way tobecoming “persons of true understanding.”Consequently, a new group of elephant hunters emerges from theclassroom! The comic is added as a reminder to “look for the elephant” oncein a while and have fun while doing it!

Bernhard“Once when I was six years old I saw a magnificent picture in a book. . .a boaconstrictor in the act of swallowing an animal. . .I pondered deeply, then,over the adventures of the jungle. After some work with a colored pencil Isucceeded in making my first drawing. . .It looked like this.”Drawing Number One“I showed my masterpiece to the grown-ups and asked them whether the drawingfrightened them. But they answered: ‘Frighten? Why should anyone be frightened by ahat!’”

BernhardDrawing Number Two

Bernhard“Now calm down, Barbara. We haven’tlooked everywhere yet, and an elephant can’t hide forever.”

BernhardWhat we alreadyknowWhat we want toknowWorking animals helppeopleHow are working animalsdifferent from pets?Dogs help:What special needs doworking animals have?firemenTraining?blind peopleDiet?policemenairport securityhuntersStrong dogs can pullsledsAnimals can help seniorcitizens by being goodcompanions and helpingthem feel secureAnimals can sensedangerWhat breed of dogs canpull sleds?Can a dog that lives inthe frozen northsurvive in the heat ofthe south?What we havelearned

BernhardMushing Terminology Alaskan husky: a northern dog of mixed breed, usually used todenote those bred for racing.Basket: the main body of a sled, where passengers or gear may becarried.Booties: slippers for dogs, worn while working under certainconditions to prevent ice forming between their toes. Made of awid

Reading/Writing Workshop Engagement and pre-reading activities positive behavior support Literary and transactive reading – independent and collaborative (reading circles) Reading responses – prompts directed toward core content and essential questions (written/oral) Mini lessons related to reading, as needed Writing to demonstrate .

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